From: Bringing technology to the mature classroom: age differences in use and attitudes
Previous study | Methods | Key results | Comparison with the current study |
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Age differences in attitudes toward computers (Czaja & Sharit, 1998) | 384 non-student lay adults, aged 20 to 75 Focus on computers: participants did a 3-day computer-based task, with pre-task and post-task quantitative questionnaires | • No age differences in overall attitudea • Attitude dimensions: comfort, efficacy, control • Older people were less comfortable and viewed themselves as having less efficacy and control over computersb • Experience led to more positive attitudes | The current study: • Uses a student sample (rather than non-students) • Explores attitudes to technology more generally (of which computers are a part) • Is an up-to-date examination of technology attitudes |
The information aged: A qualitative study of older adults’ use of information and communications technology (Selwyn, 2004) | 35 non-student lay adults, aged 61–84 Semi-structured interviews on general ICT use with a focus on computers | • Older adults use less technologya • Older adults use computers for specific tasks, mainly at home • Older adults use older technologies • Use of technology at work doesn’t mean older adults choose technology at homeb | The current study: • Explores the attitudes of students (rather than non-students) • Has a larger sample size • Explores attitudes to technology in a broader sense than just ICT • Is an up-to-date examination of technology attitudes |
The legacy of the digital divide: Gender, socioeconomic status, and early exposure as predictors of full-spectrum technology use among young adults (Ching, Basham, & Jang, 2005) | 130 undergraduates, 16% aged 26+, 60% aged 21 or younger Quantitative questionnaire on a range of technologies (laptops, desktops, mp3 players, calculators, mobile phones, scanners, digital cameras, applications) | • Attitude dimensions reflected types of technologies: construction, communication, entertainment • The younger the student when they started using technology, the more frequently they use it now • Students who choose technology for their personal lives choose it for work and educationb | The current study: • Uses a sample where a larger proportion were mature (30% compared to 16%), allowing a more robust comparison • Is an up-to-date examination of technology attitudes |
Attitudes and confidence towards computers and books as learning tools: a cross-sectional study of student cohorts (Garland & Noyes, 2005) | 178 students in four age groups: A-level; level 1 undergraduates; full time mature students (mean age = 35.42); distance mature students (mean age = 36.71) Quantitative questionnaire on computers and books | • Distance mature students had more negative attitudes to computers (and books) • Full time mature students had lower confidence for computer use and learning from computersb • Distance mature students had used computers for a longer timea • Computer confidence and attitude were unrelated | The current study: • Clearer definition of ‘mature student’ • Explores attitudes to technology more generally (of which computers are a part) • Is an up-to-date examination of technology attitudes |
Factors predicting the use of technology: Findings from the Center for Research and Education on aging and technology enhancement (Czaja et al., 2006) | 1204 non-student lay adults, aged 18 to 91 Quantitative questionnaire on general technology, with some focus on computers and the Internet | • Older adults were less likely to use technology • Older adults were more anxious about computersb • Fewer older adults had experience with computers or the Internet, and used fewer technologiesa | The current study: • Explores the attitudes of students (rather than non-students) • Is an up-to-date examination of technology attitudes |
The use of digital technologies across the adult life span in distance education (Jelfs & Richardson, 2013) | 4066 distance-learning students aged from 21 to over 70 Quantitative questionnaire on digital technology generally | • Older students have less access to mobile technologies such as laptops, mobile phones and memory sticks • Older students spent less time using technologya • Older students had more negative attitudes to technologyb | The current study: • Explores the attitudes of students who are primarily non-distance learning, who are more common in UK HE institutions |
Investigating attitudes towards the use of mobile learning in higher education (Al-Emran et al., 2016) | 383 university students aged from 18 to above 35 Quantitative questionnaire on mobile technology (smartphones and tablets) | • Students will continue to use the technology they currently use • Students of different ages have different attitudes (but no indication where the difference lies)b | The current study: • Explores the attitudes of students above the age of 35 in addition to younger students • Explores attitudes to technology more generally (of which mobile technologies are a part) |
This study | 161 undergraduates and postgraduates aged from 18 to over 71 Quantitative questionnaire on technology generally | • Mature students use fewer technologies generally and for their course, but not for personal use • Mature students use technology less frequently • Mature students have used technology for a longer time • Attitudinal dimensions: confidence and utility • No difference in overall attitude or any dimensions for mature students | – |