评估同行教育数字素养课程对老年人数字技能和福祉的影响:一种混合方法的研究协议
Dario Pizzul1, Emanuela Sala2, Alessandro Caliandro1
1Department of Political and Social Sciences, University of Pavia, Pavia, Italy.
Frontiers in sociology
|July 24, 2024
概括
同行领导的数字教育赋予老年人权力,增强智能手机技能和福祉. 本研究评估了一门旨在弥合欧洲老龄化社会中老年人的数字沟的课程.
科学领域:
- 老年学是一门学科.
- 数字化包容数字化包容
- 教育技术的教育技术
背景情况:
- 欧洲老龄化社会面临着老年人面临的数字排斥挑战.
- 对于老年人来说,数字素养至关重要,以从技术进步中受益.
- 同行学习是对老年人数字教育的一种有希望的,但研究不足的方法.
研究的目的:
- 为老年人设计,实施和评估数字同行教育课程.
- 评估课程对参与者的数字技能和感知幸福感的影响.
- 为了记录一个同行领导的数字素养计划的评估协议.
主要方法:
- 一种混合方法的方法,结合了数字数据 (智能手机使用日志),准实验性设计 (干预前后对福祉的调查) 和民族学观察.
- 这是一门为期10周的课程,涉及32名65岁以上的参与者,由同龄人教授,专注于智能手机和基本应用程序 (电子邮件,电子政府,电子商务).
- 数据收集发生在2024年3月至2024年6月之间.
主要成果:
- 研究协议是为了评估同行领导的数字教育的有效性而建立的.
- 将分析定量和定性数据,以衡量数字技能和幸福感的变化.
- 获得了米兰比科卡大学的道德认可.
结论:
- 同行教育提供了一种可行的策略,以提高老年人的数字包容性.
- ACTIVE-IT项目的评估协议为未来的数字素养干预提供了一个框架.
- 需要进一步的研究,才能充分理解对老年人的点对点数字学习的长期益处.
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