Abstract
ABSTRACT Older adults’ m-learning activities have attracted the attention of scholars because of the heterogeneity of older adults and ever-changing learning needs triggered by technology development. However, a profound division remains between the research framework of m-learning for young people and that for older adults. This research explores the m-learning experience of older adults through qualitative interviews and data analysis from the constructs of motivation, behavior, and outcome, with potential indicators of learning community, content, time, and place preference. It then summarizes the main characteristics of unprepared technology access, collective learning choice, flexible time and place preference, and evolutionary evaluation of older adults in m-learning. The results provide reference for addressing digital inequality and helping older adults acquire lifelong learning opportunities.
Published Version
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