Enhancing E-Learning in Old Age

Autor/inn/en	de Palo, Valeria; Limone, Pierpaolo; Monacis, Lucia; Ceglie, Flavio; Sinatra, Maria
Titel	Enhancing E-Learning in Old Age
Quelle	In: Australian Journal of Adult Learning, 58 (2018) 1, S.88-109 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Older Adults; Hypothesis Testing; Learning Motivation; Metacognition; Student Centered Learning; Learning Strategies; Online Courses; Conventional Instruction; Questionnaires; Cognitive Style; Statistical Analysis; Educational Technology; Technology Uses in Education; Program Effectiveness; Likert Scales; Gender Differences + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Hypothesenprüfung; Hypothesentest; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Online course; Online-Kurs; Fragebogen; Cognitive styles; Kognitiver Stil; Statistische Analyse; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Likert-Skala; Geschlechterkonflikt
Abstract	This study assesses the efficacy of e-learning content that has been adapted to cognitive styles in a sample of older adults. Since the personalisation of learning content has been generally associated with learning processes, it was hypothesised that intrinsic motivation, metacognition and self-regulated learning and learning strategies would interact in affecting learning outcomes. A sample of 106 older adults attending the University of the Third Age was divided into two groups on the basis of the learning approach (face-to-face vs. online). Participants were asked to fill out questionnaires that assessed cognitive styles, learning processes and learning outcomes. A factorial ANOVA and path analysis were used. Findings confirmed the efficacy of adapting e-learning content to older adults' cognitive styles, as well as the role played by intrinsic motivation, metacognition and self-regulated learning, and learning strategies in determining learning outcomes. Consequently, this research supports the benefits of e-learning environments in facilitating learning processes and in encouraging older adults to engage in learning activities. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01