{"id":{"repo_id":"nott-trent","oai_identifier":"oai:irep.ntu.ac.uk:262"},"canonical_url":"https://search.dev.ndltd.org/etd/nott-trent/oai:irep.ntu.ac.uk:262","repository":{"repo_id":"nott-trent","name":"Nottingham Trent University","base_url":"https://irep.ntu.ac.uk/cgi/oai2"},"display":{"title":"Learning and support of ‘older adults’ in the use of Information and Communications Technologies: a framework to enhance technology engagement","abstract":"This research provides independent and in-depth knowledge and understanding of ‘older adult’ learning (those aged 50 and over) and Information and Communications Technologies (ICTs) with respect to the new dynamics of ageing (e.g. changing motivations, requirements, preferences and ‘learning capacities’). From this knowledge, understanding and synthesis, learning strategies and recommendations within a framework consisting of different categories are proposed. A mixed methods’ methodology was used which is underpinned by the principles of participatory action research and has a qualitative emphasis. It comprised semi-structured in-depth interviews, focus groups and research diary workshops as the qualitative methods. It was complemented quantitatively by two primary source surveys for ICT and Non ICT users and a secondary source ‘digital engagement’ themed questionnaire. The research focuses on the learning and engagement of ICTs and new learning and support to be used. It also identifies aspects that comprise learning mechanisms, and their relationships with gender and age groups. In terms of contribution to knowledge, the research delivers previously unreported knowledge and understanding of substantial significance on the learning and support of ‘older adults’ and ICTs with respect to the new dynamics of ageing.","abstract_html":"This research provides independent and in-depth knowledge and understanding of ‘older adult’ learning (those aged 50 and over) and Information and Communications Technologies (ICTs) with respect to the new dynamics of ageing (e.g. changing motivations, requirements, preferences and ‘learning capacities’). From this knowledge, understanding and synthesis, learning strategies and recommendations within a framework consisting of different categories are proposed. A mixed methods’ methodology was used which is underpinned by the principles of participatory action research and has a qualitative emphasis. It comprised semi-structured in-depth interviews, focus groups and research diary workshops as the qualitative methods. It was complemented quantitatively by two primary source surveys for ICT and Non ICT users and a secondary source ‘digital engagement’ themed questionnaire. The research focuses on the learning and engagement of ICTs and new learning and support to be used. It also identifies aspects that comprise learning mechanisms, and their relationships with gender and age groups. In terms of contribution to knowledge, the research delivers previously unreported knowledge and understanding of substantial significance on the learning and support of ‘older adults’ and ICTs with respect to the new dynamics of ageing.","abstract_has_math":false,"creators":["Jones, A"],"institution":"Nottingham Trent University","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013","date_published":"2013","updated_at":"2026-07-24T06:30:47Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Jones, A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013"]},{"key":"dc:date.issued","label":"Date","values":["2013"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Nottingham Trent University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://irep.ntu.ac.uk/id/eprint/262/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://irep.ntu.ac.uk/id/eprint/262/1/217078_Adam.Jones-2013%2520excl.3rdpartymaterial.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research provides independent and in-depth knowledge and understanding of ‘older adult’ learning (those aged 50 and over) and Information and Communications Technologies (ICTs) with respect to the new dynamics of ageing (e.g. changing motivations, requirements, preferences and ‘learning capacities’). From this knowledge, understanding and synthesis, learning strategies and recommendations within a framework consisting of different categories are proposed. A mixed methods’ methodology was used which is underpinned by the principles of participatory action research and has a qualitative emphasis. It comprised semi-structured in-depth interviews, focus groups and research diary workshops as the qualitative methods. It was complemented quantitatively by two primary source surveys for ICT and Non ICT users and a secondary source ‘digital engagement’ themed questionnaire. The research focuses on the learning and engagement of ICTs and new learning and support to be used. It also identifies aspects that comprise learning mechanisms, and their relationships with gender and age groups. 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From this knowledge, understanding and synthesis, learning strategies and recommendations within a framework consisting of different categories are proposed. A mixed methods’ methodology was used which is underpinned by the principles of participatory action research and has a qualitative emphasis. It comprised semi-structured in-depth interviews, focus groups and research diary workshops as the qualitative methods. It was complemented quantitatively by two primary source surveys for ICT and Non ICT users and a secondary source ‘digital engagement’ themed questionnaire. The research focuses on the learning and engagement of ICTs and new learning and support to be used. It also identifies aspects that comprise learning mechanisms, and their relationships with gender and age groups. 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