Abstract
This article explores the learning journeys of older adult learners (OALs) enrolled in an online education master’s programme. Today, many OALs are enrolling in various online programmes. A study by the first author explored the ways in which these OALs identify with being digital citizens, and also investigated their needs and challenges. The capabilities approach was used as the theoretical framework and provided a lens through which the participants’ digital experiences could be explored most appropriately. The objectives of the study were: (a) to identify the needs and challenges of OALs participating in an online master’s programme as regards digital literacy, technical support and learning resources; and (b) to explore their online learning experiences and challenges, including digital literacies and the way OALs consider themselves as digital citizens. The qualitative nature of this study included a narrative enquiry. Using open-ended, semi-structured interviews, the eight participants with an average age of 49 shared detailed perspectives about their online learning experiences, digital literacies, and the way they view themselves as digital citizens. The findings reveal that OALs need specific levels of learning assistance, intergenerational learning, collaborative learning, mentorship and support when using digital technologies.
Published Version
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