Australian Journal of Adult Learning - April 2018 - Enhancing e-learning in old age

Oct 15, 2026

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This study evaluates the effectiveness of e-learning content adapted to cognitive styles in a sample of older adults. Guided by the idea that personalised learning content shapes learning processes, it examines how intrinsic motivation, metacognition, self-regulated learning, and learning strategies influence learning outcomes. In a factorial ANOVA and path analysis of 106 participants, results confirm improved outcomes when e-learning matches older adults’ cognitive styles.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Introduction

Background of study

Cognitive styles and their theoretical foundations

Australian Journal of Adult Learning Volume 58, Number 1, April 2018 Enhancing e-learning in old age Valeria de Palo, Pierpaolo Limone, Lucia Monacis, Flavio Ceglie and Maria Sinatra University of Foggia, Italy University of Bari Aldo Moro Centre for Advanced Studies on Cyberpsychology and Ethics 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 selfregulated 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](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. Enhancing e-learning in old age 89 Keywords: e-learning, cognitive styles, learning processes, older adults Introduction The rapidly growing older population has led researchers to further investigate the cognitive domains of intelligence, learning, memory and attention, which normally change during ageing, and their implications for maintaining a good quality of life (Simpson, Camfield, Pipingas, Macpherson & Stough, 2012; Williams & Kemper, 2010) . Universities of the Third Age offer education programs aimed at promoting psychological and social wellbeing. There are a range of stereotypes about older people and their lifelong learning habits; for example, that they have low or no interest, experience anxiety or lack self-confidence (Chang, McAllister & McCaslin, 2014; Morrell, Mayhorn & Echt, 2004) . These stereotypes are out of touch with reality. While there is general agreement in the literature that online educational programs can be effective interventions that foster intellectual stimulation and personal fulfilment (González, Ramírez & Viadel, 2012, 2015; Goodwin, 2013; Wandke, Sengpiel & Sönksen, 2012). Older people take more time to learn; make more mistakes and need more support. When teaching technology to older people, teaching methods often draw on their other abilities and experiences in order to reduce their anxiety about using computers (Patsoule & Koutsabasis, 2014), especially in the first stages of learning (Kim, 2008). Consequently, even though e-learning seems to be an appropriate tool to support learning; for example, by allowing for individualised learning content and flexible delivery (Hernández-Encuentra, Pousada & Gómez-Zúñiga, 2009), an improvement in cognitive function is not enough to guarantee outcomesin terms of actual computer use for older adults. Other attitudinal variables must also be investigated (Chaffin & Harlow, 2005) such as cognitive styles, motivation, metacognition and self-regulated learning. Background of study Since the 1990s, an increasing number of studies have highlighted the beneficial effects of computer usage on personal and social factors 90 Valeria de Palo, Pierpaolo Limone, Lucia Monacis, Flavio Ceglie and Maria Sinatra such as social interaction, loneliness, self-esteem, self-efficacy, as well as on cognitive capacity for cognitive health in later life (Czaja, 1996, 1997; Jones & Bayen, 1998; McConatha, McConatha & Dermigny, 1994; Mead, Batsakes, Fisk & Mykityshyn, 1999; Morrell, Mayhorn & Benn

FAQs

What does the study test about e-learning for older adults?

The study tests the efficacy of e-learning content adapted to older adults’ cognitive styles and examines its impact on learning outcomes.

Which psychological factors are examined as influencing learning outcomes?

Intrinsic motivation, metacognition, self-regulated learning, and learning strategies are investigated as interacting factors affecting outcomes.

How was the study conducted?

A sample of 106 older adults attending the University of the Third Age was divided into face-to-face and online groups, then completed questionnaires and were analyzed using factorial ANOVA and path analysis.

Oct 15, 2026

Upload by Mimi