Innovation in Aging - No. S2 871 - Impact of Collaborative Learning on Internet Knowledge Learning Performances and Experiences of Older Adults

Sep 29, 2026

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Research investigates how collaborative learning affects older adults’ Internet knowledge learning outcomes and lived experiences, clarifying roles of cognitive versus socio-emotional interactions. Study 1 used a 3×2 mixed design with individual, dyads collaborative, and triads collaborative conditions; learning performance showed no significant differences, while dyads reported higher satisfaction and stronger willingness to continue learning. Study 2 used a 2×2 design comparing cognitive-guided and socio-emotional-guided dyads; results replicated the performance pattern and showed more positive experiences for unstructured or guidance-lacking dyads. Findings indicate unstructured dyadic collaboration supports both performance and engagement for older learners.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages1

Reading Time3 min

AccessFree to download

Background

Study rationale and interaction mechanisms

Study 1 Design and Findings

Mixed design and performance vs experience

Study 2 Design and Findings

Replication and guidance effects

Conclusions and Implications

Unstructured dyadic collaboration for older learners

Innovation in Aging, 2025, Vol. 9, No. S2 871 Lifelong learning is an important part of active aging. Collaborative learning, characterized by learner-centered autonomy and social interaction, is generally considered more effective than individual learning. However, its applicability to older adults remains unclear due to their distinct learning characteristics. Cognitive interactions in collaboration may deepen learning but could also impose additional cognitive burdens, while socio-emotional interactions may foster engagement and mitigate cognitive aging. This study examined the effect of collaborative learning on older adults’ Internet knowledge learning outcomesand experiences, and examined the role of different interactions in the process. Study 1 (n = 167) employed a 3 × 2 mixed design, with learning approach (individual/ dyads collaborative/ triads collaborative) as between-subject variable and test (pre/ post) as within-subject variable. While no significant differences in learning performance were observed across conditions, the dyads reported more positive learning experiences (higher satisfaction and greater willingness for continued learning). Study 2 (n = 76) utilized a 2 × 2 mixed design, with collaborative learning approach (cognitive interactions guided dyads/ socio-emotional interactions guided dyads) as between-subject variable and test (pre/ post) as within-subject variable. Study 2 incorporated data from Study 1’s individual and unstructured dyadic conditions. Results replicated Study 1’s findings, showing no performance differences. However, dyads without structured guidance (in Study 1) reported more positive learning experiences (higher learning satisfaction) . These findings suggest that unstructured dyadic collaboration offers a balanced approach for older adults, maintaining learning performance while enhancing learning experiences. This approach appears particularly suitable for Internet knowledge acquisition in older populations, providing a supportive yet flexible learning environment. Abstract citation ID: igaf122.2947 IMPACT OF COLLABORATIVE LEARNING ON INTERNET KNOWLEDGE LEARNING PERFORMANCES AND EXPERIENCES OF OLDER ADULTS Zhiyu Fan, Yinong An, and Huamao Peng, Beijing Normal University, Beijing, China (People’s Republic)

FAQs

How does collaborative learning compare with individual learning for older adults’ Internet knowledge performance?

Across conditions in Study 1 and the replicated results in Study 2, no significant learning performance differences were observed between approaches.

What aspects of learning experience improved for older adults under dyadic collaboration?

Dyads reported more positive learning experiences, including higher satisfaction and greater willingness to continue learning; in guidance-related comparisons, dyads without structured guidance showed higher satisfaction.

What interaction types were examined, and what role did they play?

The studies contrasted cognitive interactions and socio-emotional interactions as potential drivers of deeper learning and engagement; socio-emotional interaction was suggested to foster engagement and help mitigate cognitive aging, while the evidence favored unstructured dyadic collaboration for balancing support and flexibility.

Sep 29, 2026

Upload by Jake