Teaching Technology to Older Adults: Modalities Used by Student Mentors and Reasons for Continued Program Participation

The current study examined teaching modalities used by college students participating in an intergenerational, service-learning program that helps older adults learn technology and described reasons for older adults' continued participation in this program. Qualitative data analysis was complet...

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Published inJournal of gerontological nursing Vol. 46; no. 1; pp. 14 - 20
Main Authors LoBuono, Dara L, Leedahl, Skye N, Maiocco, Elycia
Format Journal Article
LanguageEnglish
Published United States SLACK INCORPORATED 01.01.2020
Subjects
Adult
Adults
Aged
Aged, 80 and over
Agreements
Community service
Curriculum
Female
Geriatric Nursing - education
Geriatrics - education
Humans
Independent study
Interdisciplinary aspects
Intergenerational Relations
Learning
Literacy
Male
Mentors - psychology
Middle Aged
Nursing
Older people
Participation
Program Evaluation
Qualitative Research
Researchers
Rhode Island
Service learning
Social networks
Students
Students - psychology
Teaching methods
Technology - education
Technology adoption
Visual aids
Rhode Island
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Summary:The current study examined teaching modalities used by college students participating in an intergenerational, service-learning program that helps older adults learn technology and described reasons for older adults' continued participation in this program. Qualitative data analysis was completed using student-maintained observation logs from approximately 200 older participants. Several different teaching modalities used by student mentors were identified, including observing and listening, writing down information or creating visual aids, explaining the significance and simplifying materials, using repetition/review, and using hands-on learning. Multiple reasons for older adults' continued participation were identified, including continued progress on one topic or device; multiple topics for advanced use; learning multiple modalities to get connected; and continued learning through take-a-ways, practice, and homework. Service-learning programs can help educate health and human service professionals on best practices for working with older adults. [Journal of Gerontological Nursing, 46(1), 14-20.].
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0098-9134
1938-243X
DOI:10.3928/00989134-20191118-02