LIN, ZIH JYUN
University of Taipei Department of Computer Science Student
E-mail:9760933@gmail.com
Bei-Yun Wang
Department of Adult and Continuing Education, National Chung Cheng University
E-mail:bethiawang@alum.ccu.edu.tw
LAI,AH FUR
University of Taipei Department of Computer Science Professor
E-mail:laiahfur@gmail.com
Abstract
The development of digital courses tailored for older adults necessitates careful consideration of their unique needs and preferences. Various scholars have underscored the importance of accommodating age-related decline (Plessis, 2011), recognizing the value of online courses (Kaufman, 2018; Schell, 2019), and addressing technologyrelated anxiety (Steelman, 2017; Dickinson, 2003). Additionally, collaborative and informal learning settings (Reich, 2006; Ahmad, 2022), as well as the use of teaching aids and feedback (Flauzino, 2020), are deemed essential. This paper synthesizes the literature to highlight the importance of considering age-related decline, addressing technology-related anxiety, and incorporating facilitator support, simplified interfaces, collaborative learning settings, teaching aids, and feedback in digital course development for older adults. Moreover, studies emphasize the need for course design tailored to older learners’ needs and abilities (Plessis, 2011; Kaufman, 2018), emphasizing the importance of simplifying interfaces and mastering basic skills (Dickinson, 2003), and recognizing the human aspects of teaching and learning (Flauzino, 2020). Furthermore, research on adaptive learning strategies in older adults underscores the importance of tailoring teaching programs (Weinrich, 1989) and suggests innovative approaches such as self-guided strategy-adaption training (Bottiroli, 2017), learner models for non-literate older adults (Mejía, 2023), and adaptive training based on dynamic diagnosis of cognitive impairments (Kötteritzsch, 2014). Lifelong learning is highlighted for its potential in enhancing cognitive capacities and preventing dementia (Hosnjak, 2020), with recommendations for leveraging familiar sources and group learning sessions (Mauk, 2006). However, subjective evaluations of memory and learning abilities may not always align with objective measures (Berg, 1998). This paper provides insights into the design and effectiveness of digital literacy courses for older adults, emphasizing the importance of tailored approaches to meet their specific needs and enhance their learning experience.
Keywords :Digital Literacy for Older Adults, Andragogy, Adaptive Learning Strategies