The first stages of e-literacy for older learners: a holistic approach to the development of new computer skills and learner confidence

dc.creator	Helen Aberton
dc.date	2006-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:39:02Z
dc.date.available	2015-07-20T22:39:02Z
dc.identifier	1473-7507
dc.identifier	https://doaj.org/article/a837b6fb044145c4a90203d104e49e68
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23179
dc.description	The body of literature on adult learning theory and cognitive changes pertaining to older (compared with younger) adults’ interaction with computers, informs the instructional process in regard to appropriate programs, resources and procedures. But, according to Illeris (2002), there are three dimensions of embodied learning (cognitive, emotional and social) and I argue that all of these should be considered to maximise older learners’ successful acquisition of computer skills. This paper is based on a qualitative research study where it was found that successful learning occurred in situated learning environments. Effective learning occurred when a ‘community of practice’ (based on Wenger’s 1998 workplace definition), evolved through participants’ shared understanding of their perceptions of what constituted appropriate learning and motivation. In addition, there was more cohesive group development where other informal interaction was fostered. The learners in a shared space, could compare past experiences, discuss their concerns about computer technology and develop confidence together in the context of the new collaborative learning experience. In this way, older learners’ presence (embodiment) in an appropriate social setting, contributed to new learning despite “age-related” learning difficulties. Therefore, I argue that an understanding of the sociocultural context of learning is integral for older adults’ successful acquisition of and confidence in using new computer skills, as a sound foundation for the continued development of e-literacy. Furthermore, there are implications for future educational provision and research.
dc.language	English
dc.publisher	Higher Education Academy Subject Network for Information & Computer Sciences
dc.relation	http://www.ics.heacademy.ac.uk/italics/vol5iss4/aberton.pdf
dc.relation	https://doaj.org/toc/1473-7507
dc.source	ITALICS, Vol 5, Iss 4, Pp 37-48 (2006)
dc.subject	adult learning theory
dc.subject	computer technology
dc.subject	embodied learning
dc.subject	age-related learning
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The first stages of e-literacy for older learners: a holistic approach to the development of new computer skills and learner confidence
dc.type	article