Individualistic Versus Collaborative Learning in an eHealth Literacy Intervention for Older Adults:...

Area of Science:

• Gerontology
• Health Informatics
• Educational Psychology

Background:

• Older adults often exhibit low health literacy, including eHealth literacy, which is crucial for navigating digital health information.
• Interventions like collaborative learning (CL) and individualistic learning (IL) show potential for improving older adults' eHealth literacy.
• Limited research exists on the comparative short- and long-term effectiveness of CL versus IL for enhancing older adults' eHealth literacy.

Purpose of the Study:

• To investigate the effects of collaborative learning (CL) versus individualistic learning (IL) on older adults' eHealth literacy.
• To examine the interaction between learning condition and previous computer experience on eHealth literacy outcomes.
• To assess short-term (post-intervention) and long-term (6-month follow-up) effects of the learning interventions.

Main Methods:

• A 3x2x3 mixed factorial design was employed with 466 older adults (mean age 70.5 years).
• Participants were randomly assigned to either CL or IL groups for a 4-week training program.
• Outcomes included eHealth literacy efficacy, computer/web knowledge and skills, information-seeking, and website evaluation, measured at pretest, posttest, and 6-month follow-up.

Main Results:

• All measured eHealth literacy components significantly improved post-intervention (P<.001).
• A significant interaction (P=.03) between learning condition and prior computer experience affected computer operation skills at 6-month follow-up.
• Individual learning was more effective for novices, while collaborative learning benefited experienced users for skill maintenance.

Conclusions:

• Effective interventions can enhance older adults' eHealth literacy, with minimal short-term differences between CL and IL.
• Long-term eHealth literacy maintenance is optimized when learning methods align with individuals' prior computer experience.
• Some eHealth literacy components show better retention than others, highlighting the need for ongoing training and support.