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Can Social Supports in the Classroom Overcome Disadvantaged Backgrounds of Middle Aged and Older adults in Internet Learning?
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, , Graduate Institute of Technological & Vocational Education, National Taiwan University of Science & Technology, Taiwan ; , Department of Tourism & Hospitality, Tamkang University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study examined the effect of social supports and the interaction of class size in prediction of middle aged and older adults’ Internet self-efficacy (ISE) attainments. 418 community college and senior center adult participants at their age over 45 completed measures of internet self-efficacy, social support and self-directed learning. By using hierarchical linear model (HLM), the study indicated that there were mediating effects of social support on the relationships of self-directed learning and general ISE (ISEG) but not communicative ISE (ISEC). The moderating effect of class size was significant on the slopes of social support-ISEC relationship but not including ISEG. The noteworthy findings on middle aged to older adult learning experiences provide researchers, adult education practitioners and e-learning program planners a direction in understanding the learning of information communication technology for middle and older aged adults.

Citation

Chu, R.J.c., Weng, C. & Chu, A.Z.c. (2008). Can Social Supports in the Classroom Overcome Disadvantaged Backgrounds of Middle Aged and Older adults in Internet Learning?. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 3410-3417). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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