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Older Adults and OATS Computer Training Programs
A Social Impact Analysis
Findings Report
Prepared by:
Paula J Gardner, PhD
The New York Academy of Medicine
Division of Health Policy
Funding Provided by:
The Fan Fox and Leslie R. Samuels Foundation
April 2010
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Table of Contents
EXECUTIVE SUMMARY ......................................................................................................................................... 4
INTRODUCTION ...................................................................................................................................................... 7
A REVIEW OF THE LITERATURE – AGING AND COMPUTER TECHNOLOGY ....................................... 8 USERS AND USE ........................................................................................................................................................................ 9 IMPACT OF USE ....................................................................................................................................................................... 11 TRAINING ................................................................................................................................................................................ 13 A NOTE ON OUTCOMES FROM THE LITERATURE ............................................................................................................. 14
METHODS AND METHODOLOGY ................................................................................................................... 16 DATA COLLECTION ................................................................................................................................................................ 16 SITE SELECTION ..................................................................................................................................................................... 17 PARTICIPANT RECRUITMENT, ELIGIBILITY AND SCREENING......................................................................................... 17
STUDY PARTICIPANTS ...................................................................................................................................... 18
FINDINGS ............................................................................................................................................................... 21 OBJECTIVE 1. TO ASSESS THE IMPACT OF THE OATS PROGRAM ON THE COMPUTER SKILLS AND UTILIZATION OF
PARTICIPANTS……. ................................................................................................................................................................ 21 Increased confidence: .......................................................................................................................................................... 21 Improved ability: .................................................................................................................................................................... 22 Increased use: .......................................................................................................................................................................... 25 Impact on older adult members as reported by service providers: ................................................................ 26 Changes in overall feeling using the computer: ...................................................................................................... 27 Other findings: ......................................................................................................................................................................... 28
OBJECTIVE 2. TO ASSESS THE IMPACT OF THE OATS PROGRAM ON THE HEALTH AND WELL-BEING OF
PARTICIPANTS AS MEASURED BY CHANGES IN: I) SOCIAL CONNECTEDNESS, II) ACCESS TO INFORMATION, AND III)
SOCIAL AND CIVIC PARTICIPATION. ..................................................................................................................................... 31 Social connectedness: .......................................................................................................................................................... 32 Access to information .......................................................................................................................................................... 37 Social and civic participation .......................................................................................................................................... 44
OBJECTIVE 3. TO EXPLORE THE EFFECTS OF HOSTING OATS TRAINING COURSES ON COMMUNITY PARTNER
ORGANIZATIONS. .................................................................................................................................................................... 50 Impact on the organization itself: ................................................................................................................................. 50 Impact on staff, other members, organization: ....................................................................................................... 52
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OBJECTIVE 4. TO IDENTIFY THE KEY STRENGTHS AND WEAKNESSES OF THE CURRENT OATS COMPUTER
TRAINING PROGRAM .............................................................................................................................................................. 53 Overall evaluation of OATS by study participants: ................................................................................................ 54 A few participants reported negative experiences and/or feelings: .............................................................. 55 OATS versus other computer training programs: .................................................................................................. 56 Overall evaluation of the OATS program by the service providers: ............................................................... 56 Standing the test of success: ............................................................................................................................................. 58 Key strengths and weaknesses of the OATS program: ......................................................................................... 62 Recommendations and suggestions from participants: ...................................................................................... 64 Recommendations and suggestions from service providers: ............................................................................ 64 OATS – getting students “turned on” for success: ................................................................................................... 66
OVERALL SUMMARY .......................................................................................................................................... 66
REFERENCES ......................................................................................................................................................... 68
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Executive Summary
There is growing consensus that access to essential services, information, social support
networks, and meaningful social and civic engagement are increasingly compromised by a lack
of digital access and literacy. This is a particularly salient issue among older adults as they lag
behind other age groups in adoption and use of computers and the Internet. Computer training
programs have been highlighted as a way to increase computer use among older populations.
Older Adults Technology Services (OATS) is a 501(c)(3) nonprofit organization whose
mission is to, “engage, train and support older adults in using technology to improve their
quality of life and enhance their social and civic engagement.” Collaborating with over 30
partner sites across New York City, OATS has been providing a variety of computer courses to
older adults since 2004.
The goal of this study was to explore how participation in the OATS computer-training
program impacts the lives of older adults. The four objectives of the study were:
1. To assess the impact of the OATS program on the computer skills and utilization of participants
2. To assess the impact the OATS program had on the health and well-being of participants as measured by changes in: i) social connectedness, ii) access to information, and iii) social and civic participation
3. To explore the effects of hosting OATS training courses with community partner organizations
4. To identify the key strengths and weaknesses of the current OATS computer training program
A mixed-method research design was adopted and the study took place across four
study sites in New York City over an eight-month period. Data were collected using three
strategies – telephone surveys, ethnographic fieldwork and in-depth interviews with service
providers. A total of 66 community-dwelling older adults (46 women and 20 men) between the
ages of 55 and 85 years of age participated in the study. The relationship status among the
study group was varied, approximately half lived alone, most were white or African American,
and English was their primary language.
Findings demonstrate the efficacy of the OATS computer training program across
various measures including: increased and sustained computer use; improved ability and
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confidence with computer and Internet technology; a substantial and positive impact on social
connectedness, access to information, and social and civic participation; and a favorable effect
on community partners. Key findings include:
1. Confidence, ability, and computer use increased significantly for students completing the OATS computer training courses, and these outcomes were sustained over time.
94% of study participants reported an increase (64% significantly; 30% somewhat) in their confidence using computers as a result of the OATS training
98% reported an increase (47% significantly; 27% somewhat) in their ability to use computers after completing the OATS course
Prior to the OATS course 51% of participants used a computer regularly (daily or several times per week). Immediately after the training 95% reported regular use. Six months later 93% continued to use their computers regularly
2. Analysis revealed that the OATS training course had a positive impact on the social connectedness, access to information, and social and civic participation of study participants.
64% of participants reported that the amount of time they spent communicating with friends and family increased as a result of the OATS training
Prior to OATS training 1.8% of participants used email as their primary and 24.6% as their secondary form of communication with family; after the training, 8.8% reported email as their primary and 49.1% as their secondary form of communication with family
In the post-course survey, 89% reported that their ability to access information increased as a result of the training (56% significantly increased; 33% somewhat increased). Health and medical information was the most common type of information pursued on the Internet (71% of participants reported searching for health information online)
OATS training and the concomitant increase in computer literacy had a positive impact on participants’ social and civic engagement: 44% felt their awareness of social activities had increased as a result of the OATS training and 24% reported that the number of social activities they participated in had increased.
3. According to the community partners, working with OATS and offering OATS classes is beneficial to an organization in several ways.
OATS can enhance the capacity of the organization
OATS courses can increase the visibility of the organization within the local community
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Service providers felt that by hosting OATS courses there was potential to positively shift people’s attitudes and beliefs about older adults
4. Analysis revealed that OATS computer training programs are effective and appreciated. The data are very compelling and illustrate a package of well-designed and thoughtfully administered components (curriculum, trainers, manuals, class atmosphere, and style) that together create a package for success.
During the evaluation of key components, students indicated they were very pleased with OATS classes: 94% rated the OATS program overall as either excellent (64%) or very good (30%). Trainers were rated particularly high; 94% rated them either excellent (74%) or very good (20%).
Close to 90% of study participants said they were planning on taking another OATS course, and 100% said they would recommend OATS to other older adults
Six months after the OATS training 63 of the 66 study participants were still using their computers and 89% of participants reported they were still able to do what they learned in the course
In summary, study findings provide a comprehensive picture of the ways in which OATS
programs can impact the lives of older adults. OATS training programs were found to positively
affect the lives of community-dwelling older adults who were interested in learning how to use
computers and Internet technologies. OATS trainings promoted the successful adoption and
sustained use of these technologies and served to enhance social connectedness, increase
access to information, and facilitate opportunities for social and civic participation among OATS
students. Each core element of the OATS program is effective, and together provides a
technology training program that serves older adults extremely well. Findings also suggest a
positive impact on the community partners; hosting OATS programs seems to increase
organizational capacity as well as promoting a more positive image of older adults among staff.
The study findings make an important contribution to the field of aging and technology and are
helpful to policy-makers and programmers charged with supporting the health and well-being
of the growing older population. The findings also provide direction and guidance to OATS as it
moves forward with programming and curriculum development, continues to grow as an
organization, and seeks additional and sustainable funding.
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Introduction
Older Adults Technology Services (OATS) is a 501(c)(3) nonprofit organization whose
mission is to, “engage, train and support older adults in using technology to improve their
quality of life and enhance their social and civic engagement.” Collaborating with over 30
partner sites across New York City, OATS has been providing a variety of computer courses to
older adults since 2004. OATS offers lab-based courses for beginners and advanced students as
well as training geared towards workforce development. In addition, OATS offers training for
seniors with mobility limitations and some programs include an intergenerational component
where youth are trained as trainers and help to teach the older adult students. In the past OATS
received financial support from New York City Council however, in June 2008 a significant
portion of their funding was cut. Meetings and communications with City Council members,
DFTA leadership, senior advocates, and leaders in the senior services sector identified a key
challenge facing OATS - decision-makers continue to view courses through the lens of the
traditional senior center programming, perceiving it as a recreational program to be offered
alongside bingo or arts and crafts. From this perspective, the value of computer training – as an
important and increasingly necessary tool for health, well-being, and independent living among
older adults – is not recognized and OATS programs are, therefore, seen as expendable in times
of financial restraint. Seeking to shift the perception of policy makers by providing evidence of
the value of computer training and in particular OATS training programs to the health and well-
being of older adults in New York City, OATS approached staff at the New York Academy of
Medicine (NYAM) to evaluate the effectiveness and impact of their programs. With an interest
and expertise in aging research and policy in New York City, the Division of Health Policy (DHP)
at NYAM was an appropriate research partner for this work. In January 2009, OATS was
awarded a grant from the Samuels Foundation and the “Older Adults and OATS Computer
Training: A Social Impact Analysis” project began.
The overall purpose of this study was to examine the impact of the OATS computer
training courses on older adult participants. The study objectives were:
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1. To assess the impact of the OATS program on the computer skills and utilization of participants
2. To assess the impact of the OATS program on the health and well-being of participants as measured by changes in: i) social connectedness, ii) access to information, and iii) social and civic participation
3. To explore the effects of hosting OATS training courses on community partner organizations
4. To identify the key strengths and weaknesses of the current OATS computer training program
A Review of the Literature – Aging and Computer Technology
The recent and growing interest in ‘aging and technology’ is the result of two major
trends – population aging and the digital revolution – each of which is uniquely changing the
ways in which we, both individually and collectively, think about and plan our current and
future lives. It is estimated that by the 2030, there will be 72.1 million (20% of the population)
older Americans, almost twice their number in 2007. The group aged 75+ are the fastest
growing segment of older adults and by 2050, it is estimated that there will be close to 50
million people over the age of 75 living in the United States.i The aging society is also an
information society, and while the aging population steadily grows, so does the use,
development, design, research and sales of information technology (IT). Internet use for
example, has risen in the United States from approximately 10% in 1995 to over 75% today so
that there are now 225 million Americans over the age of 18 who have a computer in their
homes and connect to the Internet.ii These two trends however – population aging and the
digital revolution – have yet to coincide, meaning the fastest growing segment of the
population is the least likely to use the fastest growing technologies. Recent reports illustrate
the “age-based digital divide” still exists, and, although older adults are increasingly using
computers and the Internet, today fewer than half (45%) of seniors over 65 and 27% of seniors
over 75 are using computers compared to 78% of people 50-54, 87% of those 30-34, and 93% of
12-17 year olds.iii In addition to lagging behind in adopting these technologies, older adults
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report having fewer skills and are less confident in their abilities to use computers than younger
cohorts.iv
The ability to use information technology is now assumed by most to be a prerequisite
to living in the “information age,” transforming all aspects of society from communication,
information, social and civic participation, employment, entertainment, education and
healthcare. As technology becomes an increasingly integral part of daily life, there is concern
that those who use it less (i.e., “oldest old,” immigrants and minority populations, poor and
those with limited education)1 may become increasingly disenfranchised and disadvantaged.v
Using information technology has been described as nothing less than “the indispensible
grammar of modern life.”vi Today it is an important vehicle for information dissemination and
access in most areas of daily life including news, educational and cultural activities, and
government services. It is also increasingly used within the healthcare arena for information,
service delivery, in-home monitoring, interactive communication and support. As we advance
our understandings of the ways in which technology can promote the health and quality of life
of older people and play a key role in supporting them to “age in place,” researchers and policy
makers have increasingly turned their attention to the topic of aging and technology.
Consequently, there is substantial literature within the area of “aging and technology” from a
variety of disciplines including computer and information science, psychology, neuroscience,
geriatrics, gerontology, business, public policy and public health. The majority of this literature
can be organized into three categories: users and use, impact of use, and technology training.
Users and use
A key source of information regarding Internet and computer use among older adults is
the PEW Internet and American Life Project.vii Using telephone interviews to survey large,
random samples of Americans (e.g., 18+=2,204; 65+=436), PEW dataviii provide a snapshot of
“wired seniors” in America, and how their patterns of use compare to other age groups:
Usersix 1 The digital divide exists within the older adult population generally, however it is most pronounced among
certain subgroups that are already considered some of the most vulnerable in our society - the “oldest old”, immigrants and minority populations, the poor and those with limited education.
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22% of Americans (8 million) 65 and older use the Internet
Of those over 65+ who use the internet, men and women are equally represented
Online seniors are more likely (than the general population of older adults) to be white (22%) than Hispanic (17%) or African American (7%), with higher levels of education (e.g., in 2000 75% of users had attended college) and income (e.g., in 2004, 17% of users lived in high income households compared to 8% of all seniors)
Once online, ‘wired seniors’ are just as enthusiastic as younger users: they are just as likely as younger groups on a typical day to: go online, use email, and are nearly as likely to look for information using a search engine
Although older Internet users do these activities at lower rates than younger users, they report having done the following: looked for health information (66%), conducted product research (66%), bought something online (47%), made travel reservations (41%), and visited government websites (60%).
The most popular online activity for ‘wired seniors’ is email; 94% of wired seniors report having sent or received email.
The more years of computer and Internet experience a ‘wired senior’ accumulates, the more likely they are to fit the pattern of other online veterans (>3 years experience) of any group by going online first thing in the morning, spending more time online, and trying more activities.
PEW reports also suggest that a large number (78%) of older adults remain offline,
although this is changing. Offline seniors are described as being very disconnected from
computer and Internet technology: “Most seniors live lives far removed from the Internet,
know few people who use email or surf the Web, and cannot imagine why they would spend
money and time learning how to use a computer.” In 2004, eight out of ten offline seniors
reported they would “never go online.”
Computer and Internet use (including adoption) among older adults is not, however, a
simple matter of “users” and “nonusers”; the adoption and use of IT among this population is a
complex process that depends on a variety of factors and occurs across a continuum from
“silver surfers” (confident and competent older computer users)x to “offline seniors”
(individuals with no interest or desire in using the technology). A summary of the literature
indicates the key factors influencing the use of IT among older adults are access, age, gender,
marital status, socioeconomic status, personal attitudes, and perceived benefits of going
online.xixii xiii For example, in a study examining data from a large-scale household survey of
information and communication technologies (ICT) in the UK, researchers found that wired
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seniors are more likely to be married, more highly educated and wealthy.xiv They report
computer use is not only determined by access (although this is important), but is also “highly
stratified” by gender, age, marital status and educational background. Attitude toward
technology was also seen to play an important role in technology use; non-use among study
participants was primarily attributed to its (perceived) low relevance and “relative advantage"
to their lives.
The literature also includes barriers to computer use and adoption among older adults,
with functional status and financial barriers most commonly reported. Research indicates
physical health problems (limitations to vision, hearing, and mobility) as well as cognitive
limitations related to memory use that are common among older people can create barriers for
computer use among this population.xvxvi In other research, design (hardware, software and
web design) was identified as an important factor impacting computer use among older
adults.xvii Examining the impact of web design on Internet use among a group of 43 older adults
for example, Hendrix found that poor website design, and in particular those sites that are
difficult to navigate, created a barrier to use among study participants.xviii
Finally, there has also been some research to suggest that older adults may be late
adopters of technology (including computers) due to a lack of self-efficacy. A 2002 survey
conducted by AARP reports adults over the age of 65 have less confidence in their ability to use
computers than younger people.xix Similarly, findings from the Center for Research and
Education on Aging and Technology Enhancement (CREATE) on the use of technology among
community-dwelling adults report computer anxiety as an important predictor of the use of
computers and the World Wide Web among older adults.xx
Impact of use
Studies examining the impact of computer and Internet use on older adults have
received the most attention in the aging and technology literature. The majority of this research
is designed as intervention studies where individual measures (e.g., levels of depression, social
connectedness and cognitive function) are collected pre- and post-intervention (computer
training program), to assess change. A synthesis of this body of literature indicates a strong
positive trend on all measures: computer and Internet use is shown to be associated with lower
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levels of loneliness and higher levels of social connectivity, decreased depression, and improved
self-esteem and cognitive functioning.xxi xxii xxiii xxiv For example, researchers examining the
psychological impact of learning how to use a computer and the Internet in old age found use
contributes to older adults’ well-being and sense of empowerment by “affecting their
interpersonal interactions, promoting their cognitive functioning and contributing to their
experience of control and independence.”xxv In other research, computer training was
combined with health literacy training in a group of low-income seniors and findings
demonstrated that intervention reduced computer anxiety and increased confidence and
computer self-efficacy in retrieving and evaluating online health information among the
group.xxvi In a review of the impact of computer use among older adults, Hendrix (2000)
highlighted several key outcomes: enhanced self-efficacy; fulfillment of need for meeting
people; fun and mental stimulation; enhanced personal control and self-determination;
improved education and skills development (e.g., monitor their health status); and increased
social interaction.xxvii The most recent studies on the impact of computer use on older adults
come from neuroscience where researchers are exploring the direct relationship between using
digital technology and cognitive function. At the present time however, these results are mixed.
Small et al., report that for older adults with prior computer knowledge, Internet searching may
stimulate the brains circuitry in the area of decision-making and complex reasoning.xxviii
However, other researchers found no relationship between computer training or Internet use
and cognitive ability in older adults.xxix
In other studies, current older adult users were identified or existing data sets analyzed
to explore the impact of use. For example, examining the relationship between self-efficacy,
computer anxiety, computer knowledge and overall life satisfaction, researchers surveyed 222
retired older adult computer users from computer clubs in Florida and report “computer savvy
older adults are more satisfied with their life.” According to the researchers, having computer
knowledge makes older people feel more independent, allows them to maintain social
networks and stay informed about their health.xxx Computer use is said to promote
independence by helping to mitigate social isolation, facilitating important activities of daily life
such as banking and shopping, as well as enhancing employment and educational opportunities
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(locating courses to attend as well as opportunities for online education/distance learning).xxxi
xxxii Using a subsample (n=7000) of data from the Health and Retirement Study (a longitudinal
household survey of more than 22,000 persons over 50 years of age), researchers from the
University of Michigan used a variety of empirical tests (econometric and statistical analyses) to
examine the relationship between Internet use and depression. Their findings indicate a
positive contribution of Internet use to mental well being among older Americans and report
Internet use leads to a 20% reduction in depression classification.xxxiii
Despite these generally positive findings, Dickinson and Gregor (2006) report some
problems with the literature on impact of computer use among older adults and highlight issues
with sample size, inclusion criteria, and measures.xxxiv They caution researchers to be careful
when reporting on their findings arguing the causal pathways of the impact of computer use
has not been fully demonstrated; although positive trends are evident, it is very difficult to
tease out the impact of computer use specifically (versus training, personality, etc). It has been
argued elsewhere that those working in the area of aging and technology must be aware of,
and report on, the negative, as well as positive outcomes of technology use (e.g., the ways in
which technology can undermine autonomy, dignity, self-efficacy, or social interaction).xxxv
Training
“Older adults are more accepting of new technologies if they are provided with adequate training.”xxxvi
The importance of training to the attitudes, knowledge, and confidence, as well as the
sustainability of these outcomes among older adults, has been examined. Overall findings from
this literature indicate teaching methods and style play an important role in facilitating older
individuals’ interaction with, and ongoing use of, technologies. In particular, a friendly
approach,xxxvii supportive environment,xxxviii and a relevant curriculumxxxix are important. For
example, assessing the impact of computer training programs on the changes in attitudes
towards computers, Segrist (2004) found that a direct, customized computer training program
(SeniorNet) significantly increased older adults’ feelings of comfort.xl In a critique of the aging
and technology literature, Dickenson argues that, although current research is unable to fully
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demonstrate computer use (specifically) has an independent effect on the well being of older
people, there is some evidence that appropriate training does have an effect.
Overall, the aging and technology literature highlights the increasing use of digital
technologies, the potential benefits to be gained from this use, the complex nature of the
process of use, and the role that training can play in facilitating the uptake and sustained usage
of these technologies among older people. The literature makes several “calls” for future work
in this area: the need for more training opportunities for older people,xli a more comprehensive
understanding of the ways in which older adults utilize computers in their everyday lives and
the impact this use has on their health and well-being, and the need for more research to
determine how best to train older adults to use new technologies.xlii
A Note on Outcomes from the Literature
Preserving and improving the health and well-being of older people is a significant
public health issue of the 21st century. As life expectancy continues to increase and in the face
of accelerated population aging, healthy aging (i.e., maintaining older adults in good health and
keeping them autonomous and independent over a longer period of their remaining years) will
likely be of singular importance for local, state and federal governments as they anticipate the
costs of health and long term care.xliii Promoting healthy aging therefore–as an approach that
seeks to create the environments, policies and programs that allow people to live longer and
healthier lives in which they are fully engaged in and contributing members of society – is a key
priority among governments, academics, and community organizations.
Social connectedness, social participation and access to information are key predictors
of healthy aging. Belonging to a supportive social network makes people feel cared for, loved,
esteemed, and valued–all of which have a powerful protective effect on health.xliv Research on
social networks and aging demonstrate social isolation is a serious health concern among older
adults. In previous research, social isolation has been linked to cancer and cardiovascular
disease,xlv re-hospitalization,xlvi depression,xlvii delayed care-seeking, poor nutrition, and
premature mortality.xlviii According to the City’s Department of Health and Mental Hygiene,
social isolation is a significant health concern among older New Yorkers; in 2002-2003
approximately 132,800 New Yorkers age 65 and older were at risk for social isolation.xlix
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A lack of good information impedes access to opportunities and services.l The
availability of, and access to, information and effective forms of communication are predictors
of overall health and well-being for older people: “Seniors who cannot gain access to
information and services because of illiteracy, language barriers, lack of technological
knowledge, or a general lack of awareness about the help that is available are at a severe
disadvantage when trying to connect with others.”li A lack of awareness of services among
older adults has been reported as a problem in New York City by Walker and Herbitter (2005) in
their report Aging in the Shadows, as well as in the Council of Senior Centers & Services of New
York City (2006) document Growing Old in New York City: The Age Revolution.lii Health literacy
– the ability to access and understand health information – in particular plays an important role
in individual health; limited health literacy has been linked to problems with the use of
preventive services, understanding of one’s medical condition, and adherence to medical
instructions.liii
Social and civic participation have been linked with improved physical and mental
health, cognition and emotional well-being among older adults. Older adults who are actively
engaged in forms of social participation are less likely to report poor general health or
depressionliv and social engagement has been found to alleviate cognitive decline among the
elderly population.lv Civic participation has been positively associated with better physical and
mental health in older adults.lvi Research on volunteering, for example, suggests it contributes
to reduced mortalitylvii and higher levels of well-being (measured by self-rated health,
functional dependency and depressive symptomology) among older volunteers.lviii Civic
participation also helps to build and maintain strong and supportive communities.lix The
importance of civic participation has been recognized in the city of New York; in April 2009,
Mayor Bloomberg launched NYC Service – an initiative aimed at promoting service and
volunteerism in New York City by creating opportunities that address the City's most pressing
local needs for those who want to serve.
There is a wealth of information demonstrating the positive impact of social
connectedness, social and civic participation and access to information on health and well-
being among older populations. Based on this information, health promoters, programmers,
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policy makers and community groups are seeking ways to encourage and support opportunities
for these positive outcomes among older adults. Technological literacy and use has the
potential to address these issues among older adults and, as such, represents a key strategy for
promoting healthy aging. In this study, the impact of the OATS program on the well-being of
study participants will be assessed through increases in these proxy measures: technological
literacy and use, social connectedness, information and communication, and social and civic
participation. Enhancing opportunities for older adults to participate in effective technology
training programs is understood as a way to both directly and indirectly affect the health and
well-being of elderly, enhance healthy aging and impact health and long-term care costs.
Methods and Methodology
A mixed-method research design was adopted for the study. Study procedures,
including data collection strategies, site selection, and participant recruitment, were as follows:
Data Collection
Data were collected using three strategies:
a) Telephone Surveys: Three waves of telephone surveys were conducted with study participants – pre, post and 6-month follow-up after completion of the OATS computer training. The surveys included both open and close-ended questions and took 20-30 minutes to complete. Questions were designed to collect data on the impact of the OATS courses (as per study objectives), the sustainability of this impact over time, as well as to assess the strengths and weaknesses of various aspects of the OATS program. Basic demographic information was also collected for each participant.
b) Ethnographic Field-work: While the computer training courses were taking place, the researcher conducted seven site visits at two of the community sites, as well as visiting one of the at-home sites to observe participants as they engaged in the OATS course. During these visits, individual case study observations and informal interviews were also conducted with several participants. The fieldwork provided important insight into study data collected during the telephone surveys by allowing NYAM researchers to observe the trainers in action and the interactions between the seniors as well as providing an opportunity to situate these experiences within the personal trajectories of the individual participants.
c) In-depth Interviews with Service Providers: At the completion of the OATS training course, in-depth, semi-structured interviews were conducted with core staff from each study site
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who had administrative duties or responsibilities directly related to the delivery of OATS programs (e.g., program directors or technology lab coordinators). Interviews followed a semi-structured interview guide, and questions were designed to solicit information related to organizational capacity to provide technology programs, social dynamics among participants at the location, and changes in attitudes among staff about older people and/or technology. As well as providing important insights into the impact of OATS on the organization and its staff, data from these interviews provided an additional and unique perspective for evaluating the various components of the OATS program and examining the ways in which OATS impacted the older adults themselves.
Site Selection
The study was conducted across four sites within New York City. The criteria used to
select study sites were:
Demonstrated interest in supporting an OATS program
Serve diverse constituencies in different parts of the city
Capacity to support home-based programs and/or intergenerational components as well as the basic lab-based classes
At least one new site (community partner that OATS has not worked with before)
Participant Recruitment, Eligibility and Screening
All four community partners actively participated in the study by providing site-based
computer labs for training, collaborating with OATS staff on program implementation, and
conducting senior outreach and recruitment. To be eligible for the study, participants met the
following criteria:
Registered in an OATS training course (beginners, advanced or workforce) at one of the study sites during the spring 2009 session
Over the age of 50
Spoke English fluently
Able to provide their consent In order to examine the various types and formats of courses offered through OATS,
participants were recruited from the three most common OATS courses and formats available.2
2 Due to the relatively small sample size study participants were, in most cases, amalgamated into one group
during the analysis. This makes findings more robust, however it also limits individual program results.
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Course Type and Format
Course Details n %
Course Type (level)
basic 28 42
advanced 26 39
workforce 12 18
Course Format
classroom 46 70
classroom (with intergenerational component) 8 12
@home 12 18
Data Analysis
Telephone survey data were coded and analyzed using SPSS software. Qualitative data
(field notes, case study narratives and in-depth interviews with service providers) were
analyzed using the principles of grounded theory, assessed using established standards of rigor
for qualitative research, and analyzed using NVivo (an analytic software package that allows
users to code common themes and to analyze data across participants). Final analysis
integrated qualitative and quantitative data to identify key findings within each of the four
study objectives.
Study Participants
A total of 66 older adults (46 women and 20 men) participated in the study, ranging in
age from 55 to 85 years of age, and with a mean age of 70.3 Relationship status was fairly
evenly split: 42% were married, 35% widowed and 23% were single or divorced. Almost half
(48%) of all participants lived alone, most were either white (52%) or African American (35%)
3 81 participants were originally recruited into the study and completed Survey #1 (pre-). Of this group 69 completed Survey #2
(post-) and 66 completed Survey #3 (6-month follow up). Despite the loss, the study sample size remains strong and when
compared with other research, the rate of attrition is not uncommon for this population. Reasons for the loss are as follows:
seven participants dropped out of the OATS course due to illness (2), not enough time (3), and new responsibilities caring for an
ill spouse (2); two (2) participants did not register for Internet service at home and therefore no longer met study criteria; three
(3) participants reported they were “too busy” when contacted to complete the post-course survey; and two (2) participants
could not be reached (telephone # no longer in service) to complete the 6-month follow-up survey. One (1) participant no
longer wanted to participate in the study.
19
and English was the primary language for the majority of participants (89%). Overall, the group
was quite well educated; almost all had received at least a high school education and 44% were
college graduates. Three quarters (76%) were retired, 10% (mainly those in the “workforce”
course) were unemployed and seeking work, and the rest were still working either full (5) or
part-time (4). Level of income was concentrated in the low (45% lived on $1000-2000/month)
and moderate (39% lived on $2000-3000/month) range.4 Almost all participants (89%) reported
living independently and overall they were a “happy” and “healthy” group.
Characteristics of Study Participants
Characteristics of Participants (n=66) N % Age (mean=70 years)
55-64 15 23
65-74 35 53
75+ 16 24
Sex
Male 20 30
Female 46 70
Course Location
Castle Hill 22 33
Lincoln Square 16 24
Samuel Field 21 32
SAGE 7 11
Relationship status
married/common law partner 28 42
separated/divorced/single 15 23
widowed 23 35
Living arrangement
alone 32 48
spouse/partner 28 42
other family 4 6
roommate 2 3
Race/Ethnicity
White 34 52
Black/African American 23 35
Latino/Hispanic 6 9
Asian 2 3
4 Living on this amount is particularly challenging for older adults living in New York City where rents and the cost of living is
much higher than in other places in the country. For a more appropriate measure of poverty for this population see the report
produced by the CEO (Center for Economic Opportunity) at http://media.npr.org/assets/news/2009/09/09/poverty_report.pdf.
20
Primary language
English 59 89
Spanish 3 5
Other 4 6
Education
some high school 4 6
high school graduate 16 24
business, vocational, or technical school 4 6
some college 13 20
college graduate 29 44
Employment status
full-time 5 8
part-time 4 6
retired (not seeking employment) 50 76
unemployed/looking for work 7 11
Monthly income
<1000 1 2
1000-2000 20 45
2000-3000 17 39
3000-4000 3 7
>5000 3 7
Self-rated health
excellent 11 17
very good 20 30
good 29 44
not so good 5 8
poor 1 2
Self-rated happiness
happy all the time 9 14
happy most of the time 42 64
content 14 21
unhappy most of the time 1 2
Level of independence
completely independent 59 89
sometimes get help 4 6
most of the time get help 1 2
use paid service 2 3
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Findings
The overall purpose of this study was to examine the impact of the OATS computer
training courses on older adult participants. Findings were generated from an integrated
analysis of all study data that served to complement one another. In particular, field notes and
individual narratives collected during the site visits complemented the quantitative data from
the telephone surveys by providing context and highlighting the lived experience of the older
adults. Data from the service provider interviews provided an additional lens through which to
examine both the experience of the older adults as well as the OATS training itself. Together
these data provide a comprehensive picture of the OATS training and the impact of the training
on participants’ computer skills and usage, social connectedness, social participation and access
to information. Analysis also provides insight into some of the ways in which hosting OATS
courses has an effect on the service providers (organization and staff). Key findings from this
study are identified, discussed, and organized according to the four study objectives.
Objective 1. To assess the impact of the OATS program on the computer skills and utilization of participants
Confidence, ability, and computer use increased significantly for students completing
the OATS computer training courses, and these outcomes were sustained over time.
Increased Confidence:
In the open-ended post- survey question, “What is the most important thing you
learned in the OATS course?” 83% of participants described feeling much more confidant using
the computer, and negotiating the Internet.
“I have been an incredible technophobe and been so afraid from the very
first class. I lost all fear, it‟s amazing.” (66-year-old woman)
Indeed, 94% of study participants reported an increase in their confidence using computers as a
result of the OATS training (64% significantly; 30% somewhat).
22
Changes in confidence using computers (Post-course Survey)
Frequency Percent
significantly increased 42 63.6
somewhat increased 20 30.3
significantly decreased 0 0
somewhat decreased 0 0
did not affect 4 6.1
Total 66 100.0
Participants equated the importance of their increased confidence with their emerging
recognition that computers and the Internet are: a) here to stay, b) an increasingly important
tool in today’s society, and c) that there was, therefore, a need to get beyond their inhibitions
and learn and embrace these technologies:
“Before it was a luxury, now it‟s a necessity.” (69-year-old woman)
“Like it or not, being on the computer is no longer optional.” (67-year-old man)
“I don‟t know if I‟m gonna love it but I‟ll be darned if I‟m going to learn it.” (60-year-old woman)
Improved Ability:
Participants’ ability to use the computer and negotiate the Internet improved
significantly from pre- to post-OATS course. Improved ability was demonstrated through self-
reported changes, changes in computer and Internet use over time and computer-related
vocabulary among participants, and also through differences observed during field research.
The data reflect a very strong sense of improved computer ability among study
participants as a result of the OATS training course; 98% reported an increase (47%
significantly; 27% somewhat) in their ability to use computers after completing the OATS
course:
23
Changes in ability to use computers post OATS training (self-reported)
Frequency Percent
Valid significantly increased 47 71.2
somewhat increased 18 27.3
significantly decreased 0 0
somewhat decreased 0 0
did not affect 1 1.5
Total 66 100.0
Data from post-survey
Participants also reported feeling confident they would be able to sustain this improved ability
over time:
Ability to maintain computer skills now the course is over (self-reported during post-course survey)
Frequency Percent
very well 32 48.5
quite well 27 40.9
not very well 1 1.5
unsure 6 9.1
Total 66 100.0
This was shown to be the case, as 89% of participants reported they were still able to do what
they learned in the course six months later:
Ability to still do what was learned (follow-up)
Frequency Percent
very well 27 40.9
quite well 32 48.5
not very well 7 10.6
Total 66 100.0
Improved skill was also reflected in the way in which participants used the technology.
Over the course of the study, participants expanded the types of activities they did on their
computers and also broadened their explorations on the Internet. For example, prior to taking
the OATS course, six participants (of the 66) used the Internet to search for information,
whereas in the six-month follow-up, 63 (of 66) were doing so. Almost all participants had a
“first-time” story they shared (either in post- or follow-up surveys) which illustrated new skills,
knowledge, and their improved prowess with the technology:
24
“I‟m the recording secretary at our Temple. In the past I wrote it out and
gave it to everyone. Now I type it into my computer, save it to a file with a
date… It‟s a very big thing for me.” (74-year-old woman)
“I don‟t get help, now I‟m the computer person.” (58-year old-woman)
“I use Pandora now to listen to music. And I installed some new games to
play.” (72-year-old man)
“I went online and got a parking sticker for a State Park, then I used
mapquest to get directions to the Park.” (75-year-old man)
Improved ability and skill level was also demonstrated by changes in computer-related
vocabulary among participants; there were a lot fewer “whatchamacallits” and “hoosits” in the
post-course surveys and instead made reference to the “usb cable,” “address bar,” and “search
engine.” For those who have grown up in the digital age, it is easy to forget how much of our
language is technological and how we assume fluency in the language. As one participant
reminds us, this assumption makes life challenging and frustrating for those who are unable to,
“speak the language”:
“The first line on anything is „take the usb cable and plug it into the…‟ What
hole? What‟s a usb?” (76-year-old woman)
Finally, there were tangible differences in the physical comfort and ease shown by
participants as they progressed through the training programs. A certain level of ability and
understanding are required in order for us to relax and begin to enjoy something, and in-class
observations provided an opportunity to witness this evolve among participants. For example,
what were tentative and nervous touches on the keys became confident and rapid punching;
what was sometimes confused and awkward handling of the mouse evolved into smooth,
capable steering; and by the final classes, bodies appeared much more relaxed and at ease with
shoulders down and bodies leaning in to engage eagerly with the machines.
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Increased Use:
The frequency of computer use increased significantly for participants post OATS
training, and this result was sustained over time.5 Prior to the OATS course 51% of participants
used a computer regularly (daily or several times per week); immediately after the training 95%
reported regular use and six months later 93% reported regular use.
There may be an inclination to attribute the increase in frequency of use to the fact that
the participants received computers as a requirement to being a part of this study. However, it
should be noted that 79% of participants reported having a computer in their homes (71% own;
8% other family member) prior to taking the course.
As well as increasing the regularity of computer use, the amount of time participants
spent on their computers also grew. In the six-month follow-up surveys, 100% of participants
reported that when they use their computers, they stay on them for longer than they did
previously and/or they use them more than once a day.
“I had a computer for a long time but never really used it. Now I do.” (80-year-old female)
5 p=.000 (baseline to 6-month follow-up)
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“It‟s the first thing I do every morning now.” (80-year-old female)
“My computer is my second wife–I‟m hooked.” (61-year-old male)
“I‟m addicted to it… in a good way.” (78-year-old female)
Increases in use and confidence were the norm among participants, however the data
also reveal several individuals who had either stopped using their computers altogether or were
not utilizing the technology to the same degree as others: although 100% of participants were
using computers immediately after the training, three (of the 66) were no longer doing so six
months later. The reason for discontinuing computer use was the same for all three – they had
experienced technological problems since the course ended that they were unable to remedy
either themselves or with help from others. Those in this situation reported feeling frustrated,
unconfident and saddened:
“I had a problem and it destroyed my confidence completely. I feel very
uncomfortable on it. Now I lack the motivation. It‟s just sitting there glaring
at me. My kids are disappointed with me.” (77-year-old female)
“I‟m not using my computer now because it stopped working. I called Verizon
but they told me nothing was wrong. Well something‟s wrong! It‟s too bad.
When it was working I was communicating with my family in Puerto Rico a lot
more using the computer, but not now.” (67-year-old female)
Impact on older adult members as reported by service providers:
Reports from the in-depth interviews with the service providers lent support to
participant data: all of the staff at the host organizations felt that the OATS training had a
positive impact on the students in the course. Overall they felt the students were excited about
what they were learning and that the training was improving the older adults’ computer skills
and confidence as well as increasing their computer use. Staff based their impressions on their
observations of the OATS students as they used the computer labs during “open times,” as well
as on what the students said to them about how they were using and applying their new
knowledge. For example, they reported students would frequently say things such as:
“My husband had to yell at me last night to get off the computer.” (74-year-old female)
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“You know what I did last night? I emailed my children AND I attached to it
too.” (85-year-old female)
Service providers also noticed the language used by OATS students as they were nearing
completion of the various courses reflected a more advanced understanding of the technology.
For example, student would say things to them such as: “I‟ll just look on the website”; “Oh I
can install this” or “Did you use a usb cable?”
Changes in overall feeling using the computer:
When participants were asked what their overall feeling was when using their
computer, there was a trend among the group toward more positive feelings about the
technology after the OATS training: prior to taking the course 39% reported positive feelings,
42% negative and 18% mixed, whereas in the six-month follow-up, 50% reported positive
feelings, 12% negative and 27% mixed.
Overall feeling using computer
Frequency Percent
Pre Positive
Excited/happy Confident Negative
Frustrated/ Nervous/apprehensive Mixed (good/bad)
10 16
12 16 12
15.1 24.2
18.2 24.2 18.2
Follow-Up Positive
Excited/happy Confident Negative
Frustrated Nervous/apprehensive Mixed (good/bad)
10 30
3 5
18
15.1 45.4
4.5 7.6
27.3
Note: Changes were statistically significant in both the positive (p=.001) and negative categories (p=.000)
The case study data and open-ended survey questions provide insight into the high
number of participants in the follow-up survey reporting mixed (good/bad) feelings. When
prompted about their responses, participants explained that with increasing confidence and
skills they were beginning to explore further and to try new things on their computer and that
although this new learning came with growing pains (uncertainty, anxiety, frustration), most
believed these would dissipate as they gained more experience.
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Other findings:
Beyond highlighting increases in participant ability, confidence, and usage, several other
important findings were identified during analysis.
Use caution when making assumptions about previous experience and training: Analysis
revealed previous computer training and experience does not necessarily translate into a
confident and efficient home-user. Although most participants reported either previous
computer use (88%) and/or previous computer training (57%) prior to taking the OATS course,
half of these individuals (51%) also described being frustrated, nervous, and unconfident using
computer technology.
“Frustrating? I‟ll say! I wanna throw the thing out the window all the time.
But I can‟t… so I just yell at my husband instead.” (73-year-old female)
This study provides important insight into this phenomenon that suggests the use of
caution when making assumptions about the confidence and ability of older adults who report
previous training and experience. The data in this study suggest much of this experience fails to
lay the foundation for independent, at-home computer and Internet use. Workplace training
and/or experience in particular failed to translate to home-use where “Brad” (the workplace
technology expert) was not available to help when things went awry. Workplace training
courses were also said to be too specific, in terms of task and software, to be helpful when
doing more generic computer activities (such as searching the Internet for information) at
home. Other, non-work related computer courses were also identified as providing insufficient
expertise to allow students to take home what they learned and apply it. When prompted to
explain why not, participants said the classes were either not long enough, had poor
instruction, or were too specific.
Changes in attitude: Participants’ attitudes toward computers and the Internet changed over
the course of the study. When asked during the post-course survey to indicate if and how their
feelings about computers changed as a result of taking the OATS course, 94% said they felt
more positive about the technology:
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“I had a mental block when it came to computers. I resisted them. Now it‟s
opened.” (60-year-old female)
“My computer was NOT my friend before, now it is.” (66-year-old female) Four participants reported feeling more negative towards the technology, which
they explained as either feelings of annoyance or frustration.
OATS - changed feelings about computers
Frequency Percent
more positive 62 93.9
more negative 4 6.1
no change 0 0
Total 66 100.0
Post-course survey data
Increased broadband use: All study participants were required to have an Internet connection
at home during the study. After the course was over, none of the 66 study participants reported
they had, or were planning, to disconnect from the Internet. Six months later, 63 of the 66
participants were still using their computer and no one (including those who were no longer
using their computers) had disconnected their Internet service. In addition, 11 of the 12 who
began the OATS training using dial-up Internet service had switched to high-speed.
Internet Connection at 6-month follow up
Frequency Percent
Dial-up 1 1.5
High-Speed
High-Speed (change from dial-up)
54
11
81.8
16.6
Total 66 100.0
Embracing a future that includes technology: Most participants described a future for
themselves that included technology. Study data supports the idea that improvements in
confidence and ability can serve as a gateway to new technologies. For example, prior to the
OATS training 5 participants owned and regularly used a digital camera; six months later 20
30
reported regularly using a digital camera. Cell phone use also increased; interestingly however,
there was no increase in mp3 use:
Changes in “regular and confident” use of „other‟ digital technologies
Frequency Percent
Cell Phone Pre 15 22.7
Post 44 66.7
Digital Camera Pre 5 7.6
Follow Up 20 30.3
Ipod/mp3 player Pre 2 3.0
Follow Up 2 3.0
Note: In the pre-survey, 40 reported owning a cell phone; however only 15 of these individuals said they felt confident using their cell phones. This was similar with digital cameras: 10 owned but only 5 felt confident using them.
There were also many reports from participants that they were asking family and friends
for computer equipment or “gadgets” as gifts (birthdays or Christmas). “Wish lists” included
printers, digital cameras, jump drives, webcams, and even “newer,” “faster” computers. While
these changes in attitudes and usage of other digital technologies cannot be directly attributed
to the OATS course, exposure to and the increased confidence from the course likely played an
important role.
Overall, most participants view themselves as lifelong computer users after taking the
OATS training and report that they are looking forward to a future for themselves that includes
these technologies.
“I‟m on the service road now, which is a big improvement from the sidewalk
where I used to be–and I can‟t wait to get on the highway!” (66-year-old female)
“I‟m so excited, I‟m in the 21st century now. I can‟t wait to see what‟s next.” (85-year-old female)
Enhanced overall self-efficacy: Data suggest that improved confidence and ability with
computers translated into a sense of enhanced overall self-efficacy for some participants. In
the six-month follow-up surveys, several participants discussed feeling more confident
generally in their lives, more ready to “tackle the world,” which they attributed to their new
31
knowledge and skills. The word “empowered” was used several times to describe how some
students were feeling since the training ended. As one participant summarized, using the
computer “makes me feel courageous. And powerful.” (83-year-old female)
Increased overall self-efficacy was also reflected in the in-depth interviews with the
service providers. These staff members have extensive hands-on experience working with older
adults and are insightful and seasoned observers of the ways in which their members respond
to different types of programs. Several of them noticed an overall improved sense of
confidence among OATS students: “They feel good about themselves, you can see it on their
faces; they are accomplishing something; they like to be students and learn.”
Prior to taking the OATS course, several participants described how not having skill and
knowledge of computers was disconcerting and made them sometimes feel incompetent or
“stupid”:
“I feel so ashamed and embarrassed and so I just pretend and tell people
„ok‟ when they say „go look at that website or look here‟… I feel so left out
sometimes.” (61-year-old female)
“I‟m old but I‟m not stupid and computers make me feel like I am.” (73-year-old female)
“I feel stupid with my kids–and that is annoying.” (66-year-old male)
These negative feelings were seen to contribute to an overall lack of self-efficacy, which
is detrimental to the well-being of older adults. Feelings of empowerment, self-efficacy and a
sense of control, on the other hand, are all related to improved health and well-being among
older populations.
Objective 2. To assess the impact of the OATS program on the health and well-being of participants as measured by changes in: i) social connectedness, ii) access to information, and iii) social and civic participation.
The analysis reveals the OATS training course had a positive impact on the social
connectedness, access to information, and social and civic participation of study participants.
32
Social Connectedness:
Most participants (64%) reported that the amount of time they spent communicating
with friends and family increased as a result of the OATS training:
Changes in the amount of time spent communicating with family &
friends as a result of OATS course
Frequency Percent
increased 42 63.6
decreased 0 0
did not affect 24 36.4
Total 66 100.0
Increases were attributed to greater use of email as a form of communication. Indeed,
prior to OATS training 1.8% of participants used email as their primary and 24.6% as their
secondary form of communication with family. After the OATS training, 8.8% reported email as
their primary and 49.1% as their secondary form of communication with family.
The qualitative data provides additional insight into changes in email use by participants
and suggests caution in relying on simple yes/no frequency scales to ascertain use. In the open-
ended survey questions and through the anecdotal stories shared during on-site case study
interviews, many participants elaborated on the specific way in which they were using email
prior to taking the OATS course: all of the beginner students as well as many of those in the
advanced course explained that their email use was, in fact, reliant on someone else (e.g.,
grandson, daughter or husband/wife) or, was not very proficient:
“Well actually, my wife gets my emails and reads them to me.” (61-year-old male)
“I read them all when they come in, but I don‟t write back. I don‟t how to do
that part.” (76-year-old female)
“Oh I get them alright, they just keep coming and coming! I don‟t know what
to do with them all!” (78-year-old female)
Email usage changed considerably however for these participants after completing the
OATS course. In post-course surveys, all of the participants reported using email entirely on
their own, and most were using the application effectively (e.g., responding to emails, and to a
33
greater capacity than previously (e.g., organizing emails into folders, forwarding attachments,
adding contacts to their address books and sending and receiving group emails).
Although email use and ability increased over the course of the study, the telephone
remains the primary form of communication for most participants (in follow-up survey 78.9%
reported the telephone was the primary means of communication with family and 60.7% with
friends). There were slight increases in the use of email as the primary means of
communication among the group, however, as a secondary or ”other” form of communication
for both friends and family the increases were much more significant (see chart below). Cell
phone use as a communication tool also increased somewhat over the course of the study and
at the six-month follow-up some participants were using new digital communication tools–IM,
videoconferencing, and texting- with positive results:
“I just had my 80th birthday and we celebrated it all together on Skype!” (80-year-old male)
Primary, secondary and tertiary means of communication with family (%)
Telephone Email Cell Phone In-person IM, text, or
video N/A
Primary Pre 93 1.8 1.8 3.5 0 0
Follow-up 78.9 8.8 3.5 8.8 0 0
Secondary Pre 1.8 24.6 24.6 24.6 5.4 19.3
Follow-up 14 49.1 3.5 26.3 1.8 5.3
Tertiary Pre 0 16.3 2.3 7 0 74.4
Follow-up 2.3 27.9 11.6 20.9 7 30.2
Note: 1) Not all participants communicate with family, and therefore totals for each form of communication do not add up 100%; 2) Some participants communicated with family in one way or two ways only (i.e., did not have a secondary and/or alternate form of communication), and those who were in these categories were allocated N/A.
Primary, secondary and tertiary means of communication with friends (%)
Telephone Email Cell Phone In-person IM, text,
or video N/A
Primary Pre 77 9.8 3.3 8.2 1.6 0
Follow-up 60.7 21.3 3.3 13.1 1.6 0
Secondary Pre 8.2 21.3 19.7 23 1.6 26.2
Follow-up 21.3 36.1 1.6 24.6 1.6 13.1
Tertiary Pre 2.5 5.0 2.5 15 0 75
Follow-up 2.5 17.5 2.5 15 10 52.5
Note: 1) Not all participants communicate with friends and therefore totals for each form of communication do not add up 100%; 2) Some participants communicated with family in one way or two ways only (i.e., did not have a secondary and/or alternate form of communication) and those who were in these categories were allocated N/A
34
Email was not seen as a replacement for the telephone by study participants, but as
another tool for staying connected and one that, in certain situations, was seen to be more
effective than the telephone:
“I use email now for my kids and grandkids cause they‟ll „catch it‟–cause
that‟s what they‟re into. They get back to me faster than if I leave a
message on their telephone.” (65-year-old female)
“Email is good for me–I have trouble hearing on the phone.” (66-year-old male)
Some participants integrated telephone and email communication:
“I use email all the time now. I email my kids, a lot! I email them and tell
them to call me.” (74-year-old female), or
“I still use the telephone mostly to call my kids… I call them to see if they
got my email.” (64-year-old female)
One of the most interesting insights into email use among the group helps to explain
why, particularly with friends but also with older family members (e.g., siblings), email is not
used more extensively. Participants reported wanting to use email with friends and siblings
more often but were prevented from doing so because many of these individuals did not have,
or know how to use, computers: “I would email my sister, but she doesn’t have the computer.”
These findings reflect the large number of “offline” seniors, and suggest there is a huge
potential for increased use of email communication among this population if/when more
members of their social networks do get online.
It was common for study participants to describe feeling more connected to their
families in ways they were unable to before their OATS training:
“I‟m part of the family again, I get family emails, I‟m part of the gang.” (73-year-old female)
Email communication was used by participants to stay in touch with friends and relatives both
near (in New York City) and far. It was seen as particularly important, however, as a way for
immigrants and those whose families lived in other countries to stay better connected to family
and friends:
35
“I have family in the Philippines–now I feel very connected to them.” (74-year-old female)
In these cases, email was seen as an effective form of communication for many reasons
including that it was easier to deal with the time differences between countries, and it was also
a lot cheaper than using the telephone and having to pay for long distance charges.
Email was also seen by many to be very important for staying connected to
grandchildren:
“My main support person in my life is leaving–my grandson is going to college.
This is my main reason for taking OATS. I need to be able to stay in touch
with him.” (78-year-old female)
The importance of computer use as a way to foster and maintain intergenerational
connectedness was highlighted in other ways:
“They look to grandma for all answers and now I have some.” (55-year-old female)
“He helps me so much, he‟s 22 and he has so much patience for me. And it‟s
fun with him!” (73-year-old female) (Participant told the story of how she meets with her grandson once a week since the course ended to work together on her computer skills.)
Participants also increased their social connectedness directly through the OATS training
by meeting others in the class (both the instructor and other students). Taking the course
increased the social networks of all participants during the course, and many reported
maintaining contact with other students or the OATS trainer (either online, in-person or via
telephone) after the class was over.
“I made so many new friends, the „girls‟ we call ourselves.” (66-year-old female)
These new friendships were described as being very important to the participants as they
explained that many of their “old” friends had “passed” and it was increasingly difficult to make
new friends as they got older.
Improved social connectedness among OATS participants was also observed by the
community partners. All of them reported noticing the camaraderie among the students in the
36
class, they often saw them coming and leaving together and witnessed as some of these
friendships were sustained even after the course was over. As one staff member exclaimed:
“If the purpose is to get them connected then it worked! They are more connected with each other, with us, and with their families.” (Service Provider)
The OATS course enhanced the social connectedness of participants, which, as previous
research demonstrates, is linked to improved health and well-being among older adults. Many
of the comments and stories shared over the course of the study highlight this. Several people
described the ways in which the computer has eased their loneliness: by providing
opportunities to participate in family events they would not have been able to without the
technology or, for some, by providing “company” for them, filling their lives with “something to
do”–music, videos, games–which made them happy, entertained them, alleviated their
stresses, and eased their loneliness:
“I live alone. I go on the computer all the time, as soon as I get home, I talk
to my grandchildren on Facebook. It‟s company.” (64-year-old female)
“You just forget about all your problems when you are on there.” (75-year-old female)
“I was in the dark since my husband died… and this is my bright spot.” (66-year-old female)
“Now I come home to something.” (79-year-old female)
“I have my sick wife in the house so it‟s difficult for me to get out–this
computer opened it up for me.” (83-year-old male)
“OATS enhances seniors‟ lives; even if we are stuck at home we can get on
and reach the world.” (64-year-old female)
During a site visit, a participant told a powerful story about how, as she put it, OATS had
“changed her life.” Recently, her children and grandchildren went on a trip to Israel and despite
really wanting to go, she felt she couldn’t travel the distance any longer. She knew the day that
her children and grandchildren were going to spend time seeing her family and old friends and
she was feeling very sad that she couldn’t be there. Then she described what happened on that
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day: “I opened my computer and I started to cry–just one hour after their meeting I was getting pictures
and notices from everyone. How wonderful.” (78-year-old female)
Access to Information
Researching the Internet for information was the second most popular computer
activity among study participants (email being the first).
“Before it was like I was in the best library in the world but all the books
were laying all over the floor and not organized–now they are on the shelves
and I can find what I need.” (60-year-old male)
The OATS training had an impact on information access among study participants most
directly by increasing their use and ability to utilize the Internet as tool for information. Study
data also provide insight into the kinds of information participants were using their computers
to search for, as well as the specific ways in which this information was accessed.
Increased use and ability to access information using computer technology: There was a strong
sense among participants that the OATS training enhanced their individual competence and
ability to access information online. In the post-course survey, 89% reported that their ability to
access information increased as a result of the training (56% significantly increased; 33%
somewhat increased):
Ability to access information
Frequency Percent
Significantly increased 37 56.1
Somewhat increased 22 33.3
Did not affect 7 10.6
Total 66 100.0
Further analysis illustrates a significant increase in the frequency with which the group
used the Internet as a tool for information. Prior to taking the OATS course 22% of participants
said they used the Internet regularly (often 12.5%, very often, 9.4%) to get information
compared with 78% who reported regular use (often 51.6%, very often 26.6%) in the six-month
follow up survey. Indeed, prior to the OATS course, 44% of participants (28) said they never
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used a computer to access information whereas six months later 100% of participants who
were still using their computers (63/66) reported they did so.
As a result of their improved online abilities and increased use of the Internet as a
source of information, participants described feeling better informed. When asked if they ever
felt like they were missing information, 47% answered “yes” in pre-OATS surveys compared
with 14% in the 6-month follow-up surveys. As evidence of this positive development
(perceived or actual), many participants added comments such as “not anymore” when
answering “no” to this question.
Missing Information
Yes No Don’t Know
% # % # % #
Pre 47.0 31 50.0 33 3.0 2
6 month follow-up 13.6 9 80.3 53 6.1 4
One of the things that participants liked the most about online access to information is
that they felt in greater control. As one participant explained: “Now I’m in charge, not my
television set.” Some reported liking that they could get the kind of information they wanted,
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others appreciated that they could get it when they wanted it, and for others the choice of
format was important (large font, from newspaper or attached from friends or family). Several
felt information from traditional sources in the US was limited or “biased” and they were very
pleased that they could read what people from other countries were thinking about the US, and
learn about different perspectives and opinions on international events.
Despite a significant increase in the number of participants using the computer to access
information (see graph below), more traditional sources of information, in particular, television
and newspapers, remain popular among this group of older adults.
Participants were well aware however, of the shift to electronic media, and described
various ways in which their usual sources for information were starting to limit information
available to those without access or ability to computers and the Internet:
“Now it‟s getting really bad–the T.V. is always the same–„want more go to
www dot‟ –that‟s what got me on the computer, that‟s the reason.” (74-year-old female)
Newspaper closures and the emergence of online newspapers was a particular concern among
many participants:
40
“I‟ve been getting the New York Times delivered to me for 45 years, I don‟t
know what I‟ll do if that stops.” (64-year-old male)
Most commonly researched information is health, politics and current events: Health and
medical information ranked number one in terms of the type of information pursued on the
Internet, closely followed by news and politics. When asked during the post-course surveys to
“list and rank their top three types of information looked for on the Internet,” 71% of
participants reported ‘Health and Medical Information,’ and 65% reported ‘Politics and Current
Events’ among their top three:
First, second and third most common types of information looked for on the Internet
Types of Information Most common Second Third Total
Health and Medical
Frequency
Percent
19
28.8
17
25.8
11
16.7
47
71.2
Politics and Current Events
Frequency
Percent
20
30.3
16
24.2
7
10.6
43
65.1
Total
Frequency
Percent
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59.0
33
50.0
18
27.3
Note: Totals do not equal 100 because a) only those individuals who reported using the computer to access
information are reflected and, b) participants could select multiple answers.
The value of the Internet as a useful tool for finding health-related information was frequently
reported by participants:
“Much easier to find medical information now.” (74-year-old female)
“More and more medical things now [as an older person], so you need it to
look up things.” (83-year-old male)
The follow-up survey data illustrate many participants are using their computer skills to
access health information and connect with health and medical services in a variety of ways
including researching a personal health condition or medication, learning more about a health
issue online, and locating a healthcare provider:
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Searching for political and current event information beyond New York and the United
States was common. For example, exploring news items (e.g., weather reports) from places
where family members lived or reading electronic newspapers from “back home” (where
participants were born or lived previously) was common. This new source of information was
described as a very helpful way to stay connected to places and people far away (which was
important and comforting to participants).
“I‟m from Nigeria, I like to know what‟s going on there and now I can read
about it every day–I stay more connected.” (61-year-old male)
“I can read all the Spanish newspapers on my computer, this is very, very
good.” (67-year-old female)
Accessing online information: The principal way in which participants use their computers to
access information is through the search engine Google (56%). Many (21%) also read the
newspaper online as a way to get information:
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Primary way computer is used to get information
(6-month follow up)
Frequency Percent
Use Google 37 56.1
Read newspaper online 14 21.2
Search homepage (e.g., Yahoo, Verizon, AOL) 7 10.6
Other (Including listservs, government
websites, known sites)
4 6.1
Does not use the computer to get information 4 6.1
Total 66 100.0
Although relying primarily on Google and electronic newspapers to access information,
participants also reported using a variety of other online search strategies, including Senior
Planet (online digital community sponsored by OATS) and government websites:
Have used the following to access information online
(6 month follow-up)
Frequency Percent
Valid Google 55 83.3
Newspaper or news-related website 30 45.5
Senior Planet 18 27.3
Government websites 8 12.1
Subscribe to listservs 6 9.1
Read blogs 2 3.0
Listservs and blogs as sources of information were rarely used by this group of older adults,
although there is some evidence to suggest this may change in the future as several
participants reported an interest in these types of information sources and a few had
experimented with them. One of the reasons why these may not be popular information
sources for participants is that they are not taught as part of the OATS curriculum. Indeed,
there is a strong correlation between the kinds of search strategies taught in the OATS courses
(e.g., Google) and the frequency of use by participants.
Increased access to information is a link to social connectedness and social and civic
participation. Information keeps these older adults connected to family and friends as well as to
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the city and all it has to offer. It also connects them to vital services which support them as they
live independently and save them money, energy, and anxiety:
“I plan to look for information on social security online now.” (66-year-old female)
“I use the computer to book appointments with my doctor–I used to get put
on hold all the time.” (66-year-old female)
“I used it because I needed new glasses and also to search for medications.” (80-year-old female)
“I‟ve saved hundreds of dollars being able to search products and price
compare and shop online.” (72-year-old male)
“Now I use Fresh Direct.” (55-year-old female)
“I‟m saving money, I cancelled HBO and use my computer now.” (59-year-old male)
Students felt the OATS training and increased technological skills contributed to them feeling
more informed overall. During the post-course survey, 85% reported they felt more informed
as a result of the OATS training (50% much more informed, 35% somewhat more informed):
Has OATS training made you a more informed person?
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid much more informed 33 50.0 50.0 50.0
somewhat more informed 23 34.8 34.8 84.8
no change 10 15.2 15.2 100.0
Total 66 100.0 100.0
The capacity, speed, and relative ease with which information was available served as a
constant source of amazement to most participants, many of whom grew up in a time before
television was popularized. This sense of wonder and amazement was demonstrated in their
voices during the telephone surveys as well as in the energy and enthusiasm witnessed in their
classrooms:
I sat in on the beginner class today and [the instructor] introduced the students to Google Earth for the first time. It was incredible–it was as if he had shot them to Mars! The small windowless computer lab became a portal to the world, and the bright-eyed
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students sat in the pilot seats in absolute amazement at the adventure before them. Their excitement and awe is so contagious… When was the last time I was that excited about something? (Excerpt from researcher field notes–March 2009)
Social and Civic Participation6
“My social life is a lot better since learning the computer. I can find cheap
hotels, book trips, find dance classes!” (69-year-old female)
Analysis of study data also provides evidence to suggest the OATS training and the
concomitant increase in computer literacy had a positive impact on participants’ social and civic
engagement. This impact was highlighted and demonstrated in various ways: through improved
access to, and awareness of, social events and opportunities available in the city; increased
interest and, in some cases, participation in online social networking; increased engagement in
politics via online news sources; and enhanced social engagement as a direct result of attending
the OATS training courses.
Access and awareness of social events and opportunities: Forty-four percent of study
participants felt their awareness of social activities had increased as a result of the OATS
training and 24% reported that the number of social activities they participated in had
increased.
Self-reported changes as a result of OATS training
Awareness of social
activities
Number of social activities
participated in
Frequency Percent Frequency Percent
Significantly increased 14 21.2 2 3.0
Somewhat increased 16 24.2 14 21.2
Did not affect 36 54.5 50 75.8
Total 66 100.0 66 100.0
As their skills and confidence improved, participants increasingly used their computers
to learn about cultural events and activities available in the City (49% reported doing so in
6 Social and civic participation refers to engagement in social and/or civic (political and non-political activities that
make a difference in the civic life of our communities) activities.
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follow-up surveys). Follow-up survey data illustrate the popularity of other ways participants
used their computers to increase their awareness and participation in online and offline social
and civic activities.
Most participants used their online skills to access information (e.g., locations and
directions, dates, times, ticket fees, reviews, venue telephone numbers, discounts for seniors)
about particular events they were interested in (e.g., sports, movies and theatre were the most
popular) and used this information to make decisions about attending social events. They
rarely, however, went the step further to actually purchase tickets online to these events. The
two reasons cited for this were fear of not doing “it” properly and becoming victim to some
kind of identity theft.
Participants were generally very pleased with the results they were able to get as they
pursued their social interests online. Although they admitted they were able to access much of
this information previously without using the computer, the speed and up-to-date nature of the
online information sometimes made it easier to make decisions to go out to social and cultural
events in the city. Several participants who did order tickets online, as well as many who did
not, noticed that there were sometimes discounts available for electronic ticketing which made
it a compelling option for many.
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Online social networking: Most of the individuals (7/10) who engaged with online social
networking sites were doing so on Senior Planet (OATS online community). Although there was
some interest among participants to explore other social networking sites like “spacebook” (as
one particpant called the popular social network site ‘Facebook’), only three had done so at the
time of the follow-up surveys. The reasons for not engaging with these sites were common and
were most often described as either a fear or a “distaste” for exposing the personal and
intimate details of their lives.
“No, I‟m not interested in that, I don‟t want people all up in my business, no
way.” (67-year-old female)
Despite these concerns however, many participants did indicate a willingness to explore social
networking sites in the future,
“I want to get the computer to “chat” you know because I want to use the
computer to meet some friends, meet a partner, maybe get married again…” (74-year-old female)
Those who were engaging with social networking sites expressed an excitement, enthusiasm
and pride about their involvement in these digital communities:
“I have a blog now on Senior Planet, my own blog.” (69-year-old female)
“I think I‟m the oldest person on Facebook!” (84-year-old male)
The most common way participants engaged socially online was through forwarding,
receiving, and sending group emails; 29% of participants reported engaging in this kind of
activity. If understood as an online discussion, group emails can be seen to directly enhance
social participation. For example, many participants described being a part of family discussions
around social events such as weddings or holidays. Group emails also affected social activity by
prompting interest or facilitating opportunities to attend social events or activities. For
example, participants explained how they often sent or received group emails with information
(ticket sales, discounts, upcoming events), attachments, or links to interesting websites that
peaked their interest and prompted them to attend an event.
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“I love going to concerts. Now my friends send me email announcements
about concerts.” (83-year-old male)
It was noted that online social activity among this group of older adults was most often with
previously established groups, either informal (family or friends) or formal (e.g., hobby groups);
just 3% of participants had used the Internet to identify and join new online social groups.
Individuals new to Facebook joined through support and encouragement from family and
friends and only allowed these individuals to be their “friends.”
“Counting my two grandkids? Just two.” (77-year-old female) (Response to the question, “How many friends do you have on Facebook?”)
Civic Engagement and Employment: Although some participants expressed an interest in
pursuing volunteer and/or employment opportunities via the Internet, very few (6%) indicated
they had done so in the follow-up surveys. Those most interested were from the workforce
course, though students from other courses also expressed an interest in using their
technological skills for employment purposes. Some workforce students were taking the course
more to learn about the specific software taught in the course rather than to use it to gain
employment. Those who did express an interest in pursuing employment in the future
acknowledged that without computer and Internet skills they would be unqualified for most
jobs.
“I was thinking of working but everything needs computers–maybe when I
get my course I can do it.” (59-year-old female) (Pre-course survey comment)
One of the most interesting ways increased civic engagement was demonstrated by
study participants related to the election campaign and new presidency of US President
Obama. Obama and his team used digital media strategies such as Facebook, Twitter and online
organizing techniques extensively in his campaign. At the same time, there has been an
incredible growth in digital media sources that are not just supplementary to traditional media,
but replace it. For those (like many of the study participants) who are interested in following
Obama’s political (and personal) life, there is, therefore a need to have access and ability with
these technologies. Many participants reported that keeping track of Obama and following his
presidency was a key motivator for their computer use and a focus of their online searching.
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These participants were very pleased with the kinds of information they could access from the
Internet in this regard, as well as the speed and interactive nature of the information:
“You can watch him give a speech, see his schedule and then see a slide show
of photos of him and his family living in the White House!” (73-year-old female)
“Now I can research my travel to see Obama in the White House, I‟m going
to arrange a tour.” (72-year-old female)
“I like to follow the president now, how could I do that without it [the
computer]?” (61-year-old male)
“Don‟t use computer for news unless of course Obama is on, then yes.” (64-year-old male)
Enhanced social participation through attendance of OATS class: The social lives of study
participants were enhanced directly through their attendance in the ten-week OATS training
courses. Students spent a considerable amount of time in the classes (twice a week/75 minutes
each class) and described making new friends as well as feeling the time spent in the classes
was “interesting,” “productive” and “fun.” In post-course and follow-up surveys many
participants said they missed the social interaction with students and the instructor and some
experienced a loss of activity in their lives since the class ended:
“I‟m so sorry it ended, it filled up two days and now I don‟t have it anymore I
really miss it.” (71-year-old female)
The significance of the OATS courses as an important activity in the lives of participants
was illustrated further in the interviews with the service providers. Several of them saw the
intensity of the OATS programs as a big commitment for their members and reported the high
rates of attendance were a testimony to the course content (computer and Internet training) as
well as the context (fun, social atmosphere).
There is an indication that the full impact of the OATS training on the social and civic
participation among students may be better understood in the future – that the training laid
the foundation for the skills and attitudes necessary to foster more adventurous exploration in
these areas at a later time and as confidence and skills further develop. For example, for some
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participants the OATS training reminded them they could still be learners, that they were
capable of acquiring new skills and, additionally, that learning was an activity that could be both
inspiring and important to them as they grow older.
“It was nice to be a student again!” (59-year-old female)
“I‟m looking at taking a university course now.” (64-year-old male)
“The more I learn, the happier I feel.” (67-year-old female)
“I‟m more interested in things than I have been in years!” (67-year-old male)
“It is so great to see older people engaged and healthy and learning–it‟s
inspiring–we ARE still alive!” (73-year-old female)
Concerns: Prior to taking the OATS training some participants were concerned that their
increasing use of digital technology may begin to erode more personal forms of
communication. In particular there was a strong sense among the group that compared to the
telephone and face-to-face interaction email is very impersonal. These concerns were
sustained among several participants who were worried that now they were able to use email,
their friends and family would begin replacing the telephone with digital communication:
“Not going to tell my cousin I‟m on the computer. He loves the computer and
I know he‟ll never call me once I‟m on it.” (59-year-old female)
Others worried (in the post and 6 month follow-up surveys) that their increasing
computer use was/would keep them from going outside, prevent them from getting exercise,
or cause them to miss social activities they had previously attended (which had happened to at
least one participant):
“I got so caught up I missed my exercise class. That‟s twice this week, which
isn‟t good.” (66-year-old female)
“I don‟t want to stay inside with the computer.” (78-year-old female)
“I‟m a bit worried because if you sit there you're going get fat. So then you
have to read on computer what classes to take for exercise–its crazy.” (75-year-old female)
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Overall, the OATS training was seen to enhance participant social connectedness, access
to information and social and civic engagement. Participation in the OATS course, in
combination with new technological abilities, helped participants to maintain, enhance as well
as grow existing social networks, fostered a stronger connection to the city and its people, and,
perhaps most importantly, made people feel they were more a part of today’s world:
“The world was passing me by.” (71-year-old female)
“OATS brings seniors into the world of today.” (83-year-old male)
“I always felt totally out of it–now I feel I‟m a part of the world again.” (78-year-old female)
Objective 3. To explore the effects of hosting OATS training courses on community partner organizations
The service providers (i.e., the staff at the community “hosting” organizations) have a
unique vantage point through which to observe the OATS training courses, and their
observations, comments and perceptions provide an additional lens through which to view the
impact of OATS. Although the sample size for these interviews was relatively small (n=6), all of
the participants had direct contact with the OATS programs (as administrators or IT staff) and
collectively reflect more than 80 years of hands-on experience in the field of aging services.
Observations shared during the in-depth interviews with these individuals contribute
substantially to overall study findings and offer important insight into the effects of hosting
OATS courses on the membership, programming and staff at these partner organizations.
Impact on the organization itself:
As well as providing a unique perspective through which to view the efficacy of the OATS
training and the effect of this training on older adult members, community partners were asked
to reflect on the impact of OATS courses on their organization and staff. The relationship
between OATS and their community partners and the impact of their training programs on
these host organizations is a critical component of the OATS model and one that has received
very little attention in the literature. Interview questions focused on identifying the
51
administrative challenges of offering OATS courses, the impact on organizational and program
capacity, changes in staff attitudes, beliefs or awareness about older adults and technology,
and feedback and suggestions for improving the programming and delivery of OATS courses in
community organizations.
The overall impression from the interviews with the community partners is that working
with OATS and offering OATS classes is beneficial to an organization in two important ways.
First, OATS was seen to enhance the capacity of the organization. Offering OATS courses
generated a great deal of interest among existing members, which was reflected in the speed at
which classes filled as well as the waiting list generated. At two of the sites where OATS courses
have been offered previously, staff reported a continuous and growing waiting list of people
wanting to register. In addition, when OATS classes were advertised through their organization,
staff at three of the four study sites reported a very good response:
“The response [was] overwhelmingly positive – We had 64 calls in 2 weeks!”
Offering OATS courses also had the effect of attracting new members to the facility:
“We see all kinds of new people who come here for OATS.”
“OATS increases the attendance at my center for sure and this is important, this helps. Also many of them stay at the Center after OATS and take other classes.”
Some staff, however, were unsure whether these new members would remain active after
completing the OATS courses or that offering these courses in sites where there were existing
programs would generate much new interest from members:
“Not a lot of existing members joining because they take our on-site courses. New members interested in OATS, don’t think they will stay members here, only interested in OATS.”
Secondly, OATS courses were also seen to increase the visibility of the organization within the
local community:
“Good PR for us and brought awareness of our facility to people who didn’t know about us.”
“Much more interest in our facility because of OATS classes and we are seeing new people.”
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Although seen to be a primarily positive experience that benefited the host organization
three key challenges to offering OATS programs were raised by the service providers. First, staff
acknowledged that hosting OATS programs creates some additional administrative duties and
challenges for host organizations. For example, several service providers flagged “intake” as a
particularly difficult issue to manage:
“You need to do interviews to make sure about proper match and this was a lot of work.”
“Difficult to say to some they were ‘not qualified’.”
Secondly, scheduling OATS courses was also mentioned as a challenge:
“Sometimes the class changes last minute or is added last minute and this creates problems. The logistics are difficult sometimes.”
A third difficulty was raised by staff at one of the organizations that had a previously
established computer training program. At this facility, staff described some confusion and
miscommunication between OATS and on-site IT staff:
“We offer training already at our facility. Our on-site instructors were unsure of their role and felt a lack of communication and understanding of their position created misunderstandings.”
Surprisingly, there were very few technological problems reported, and the few that
were mentioned in the interviews reflected limitations with on-site labs rather than with
OATS services: “We just wish our lab was better.”
Impact on staff, other members, organization:
There was a shared feeling among interviewees that there was potential to positively
shift people’s attitudes and beliefs about older adults as a consequence of housing OATS
training courses. Although changes in attitude are often subtle and can even go unnoticed, the
service providers spoke many times about witnessing changes within themselves, other staff,
and also among other members of their facilities:
53
“Our staff looked at the computer lab as a place for teens and children, not seniors. This has changed now.”
“Respect for the tenacity of seniors who came, their dedication to learning.”
“We are really trying to change the culture here – It’s not “cute” for older adults to use computers – and this supports that change.”
“It changed the image of seniors among the Y staff and changed the image of the Y among the seniors.”
One of the final questions posed to the service providers was whether or not they felt it
was important for older adults to receive computer training and their response was a collective
“yes.” All of the interviewees felt very strongly that computer training for older adults
enhanced their engagement in life, improved their ability to communicate and stay connected
with friends and family and, increasingly, was an essential tool for negotiating the digital world
in which we are now living:
“Yes very important – helps them stay connected with family and broader world and important for their health too.”
“Crucial – the world is increasingly ‘wired’ and if you don’t know how to use it, you are left out.”
Objective 4. To identify the key strengths and weaknesses of the current OATS computer training program
“This course is one of the best things I‟ve ever seen done. It gave us an
incredible opportunity to be a part of it all and be able to function in today‟s
society. And I‟m just very very grateful.” (83-year-old male)
The evaluation of the OATS program is based on an integration of the study data:
participant telephone survey data (particularly the post-course survey which was completed
within two weeks of the course completion and contained a number of direct evaluation
questions about the program), on-site case study participant data, responses from the in-depth
interviews with the service providers, and researcher field notes and observations collected
over the eight months of the study. Findings are organized according to the strategies used to
evaluate the OATS program: outcome evaluation of key components, “testing” the OATS
54
program against criteria for success as identified in the literature, and a synthesis of study data
to highlight key strengths and weaknesses of OATS. The section concludes with
recommendations and suggestions.
Overall evaluation of OATS by study participants:
Using a five-point scale (excellent, very good, good, not very good, poor), participants
were asked to rate the key components of the OATS training program: trainer, teaching
manual, teaching style (curriculum design and delivery), class setting7 and webinars as well as
to provide an overall rating of the OATS program. Results indicate students were very pleased
with OATS classes–94% rated the OATS program overall as either excellent (64%) or very good
(30%). Trainers were rated particularly high; 94% rated them either excellent (74%) or very
good (20%).
Evaluation of OATS program components by participants (%)
7 For in-class participants class setting referred to: with other older adults, lab set up and class size. For at-home
participants class setting referred to: instructor comes to your house and one-on-one instruction.
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Forty-four percent of participants did not attend the optional webinars; reasons given
were mainly due to prior commitments, although a few mentioned they were not interested.
The 7.6% of participants that were “unsure” about how they would rate “class setting” all said
they felt the class size and in-lab setting was very good, but they felt either ambivalent or
unsure about the age-specific design of the OATS courses (i.e., they didn’t know if they needed
or benefited from having a class just for older adults).
In addition to direct questions asking them to evaluate the classes, participants were
given an opportunity to make additional comments regarding their experiences as students in
an OATS course. It is important to note that at this point in the telephone surveys participants
were reminded that the researcher was not an OATS employee, that their comments were
completely confidential, and that they were encouraged to provide “the good, the bad and the
ugly” about any aspect of their OATS experience. Their responses to this request were
overwhelmingly positive, as participants raved enthusiastically about the various components
of the OATS program, from the “patient,” “compassionate,” “wonderful” instructors, to the
“incredible,” “easy to follow” and “useful” manual, to the “well-paced,” “organized” and
“effective” curriculum and the “open,” “safe” and “fun” classroom atmosphere.
“OATS is amazing- instructors are full of humanity.” (64-year-old female)
“The book is wonderful, it‟s an essential guide and great reference tool.” (74-year-old female)
“The camaraderie was wonderful… they set it up that way.” (75-year-old male)
“I loved being with students my own age.” (83-year-old female)
A few participants reported negative experiences and/or feelings:
“I ended up in the wrong course – it was very frustrating trying to keep up.”
(66-year-old female)
“I would have liked to learn more about how to meet people on the Internet
and get into more activities.” (66-year-old female)
“We should have been taught right away how to make the font bigger on the
computer.” (79-year-old female)
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“The manual for our course [workforce] is out of date and this made it hard
to use at home.” (55-year-old female)
“Even with the book practicing at home didn‟t always go very well.” (78-year-
old female)
“I love the computer but even now I still feel so stupid sometimes when
things go awry.” (80-year-old female)
OATS versus other computer training programs:
The study also provides some evidence to support the efficacy of the OATS training
program as compared to other computer training programs. When asked whether or not they
had taken a computer training course elsewhere and, if so, to compare it to their OATS training,
29 (44%) of the participants reported they had taken other computer courses, and 55% of these
individuals said the OATS training was the superior of the two.
Taken other computer class and compare to OATS
Frequency Percent
Yes and it was better 2 3.0
Yes and it was different (can’t compare) 11 16.7
Yes and it was not as good 16 24.2
No 37 56.0
Total 66 100.0
Students also made the following comments to support their convictions:
“OATS took me places other courses wouldn‟t go near!” (59-year-old male)
“Tried to take at library – big difference.” (55-year-old female)
“John [the instructor] is such a nice man. I feel so comfortable with him. He
gives you hope that you can learn and that‟s what keeps me going! I‟ve been
to a lot of computer classes and never felt this way.” (72-year-old female)
Overall evaluation of the OATS program by the service providers:
During the in-depth interviews staff were asked to reflect on their overall feelings – both
positive and negative – about the OATS training program. Responses were primarily very
positive. When reporting on the trainers, the service providers felt they were very professional
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both with them, their staff, as well as with the older adults. The trainers were described as
“good,” “enthusiastic,” and able to “build positive rapport” with their older students.
“OATS trainers are very well selected and trained – they are very patient and compassionate – this is the key to the success.”
The staff members explained that good rapport was particularly important in this situation, as
many of their members were apprehensive about the computers themselves, as well as their
ability to learn and understand the new technology.
Staff shared several anecdotal stories and comments from participants that illustrated to
them the positive experiences of their members. In addition, they reported that most OATS
participants had approached them either during or after the course, wanting to register in
future OATS courses, which for them was a strong indication of the success of the program.
Another measure of success from a provider point of view was the strong commitment
demonstrated by students. All of the partners reported being surprised by the dedication of the
students as reflected in the high rates of attendance as well as the homework they completed
each week outside of class.
“I was unsure about it – really, people are going to come twice a week for 10 weeks – but they did!”
There were very few negative feelings about the OATS training sessions: one staff member at a
facility with substantial numbers of Spanish speaking students expressed disappointment that
courses were only available in English.
“At least half of my seniors speak Spanish and it’s harder for them, they feel bad sometimes because they don’t understand.”
Additionally, the response to the OATS webinars8 was mixed. Although students seemed
generally interested in the webinars, and there were some positive reports, staff at two of the
sites said attendance was low, the technology didn’t seem to operate properly, and a few
students left frustrated with the experience.
8 OATS organized several webinars across the four study sites that occurred during the 10-week course. These
were free and optional to the students.
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“No one really showed up. I don’t think they could see or hear it very well.”
Standing the test of success:
Within the aging and technology literature, three key components for successful
technology training with older adults have been identified: usability, transfer, and retention.lx
To ascertain whether the OATS training program can ‘stand the test’, data was analyzed
according to these three criteria.
Usability: Usability refers to performance and satisfaction measures that reflect the
effectiveness of the training experience. Analysis indicates both performance and satisfaction
were improved as a result of the OATS training. When asked whether their OATS training
increased their ability to use computers, 65 of the 66 participants said yes; 47 (71%) said the
increase was significant:
Ability to use computers
(post-survey)
Frequency Percent
significantly increased 47 71.2
somewhat increased 18 27.3
did not affect 1 1.5
Total 66 100.0
Another way in which performance can be assessed is by examining changes in the tasks
participants were able to complete using their computers. Improvements in performance were
noted during on-site visits when comparing what students were doing (and not doing) in early
classes with what they were doing in later classes. There was a notable difference in the
complexity of tasks students were able to confidently complete in classes near the end of the
course.
Performance changes were also highlighted in the analysis of qualitative data from the
telephone surveys. By juxtaposing pre-course responses to the post- and follow-up responses,
clear improvements are demonstrated. This was most obvious for beginner students who
revealed (with humor, as they were often well aware they weren’t getting it quite “right”) their
inabilities as well as inexperience with computer and Internet during pre-course surveys:
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“I need to learn more yes, but for now I use GOGGLE and can find most
things.” (76-year-old female)
“I think my mouse is broken, it moves backwards and upside down all the
time and it never goes the way I want it to.” (74-year-old female)
“My kids gave me a computer… it‟s quite nice... I‟ve been dusting it for 6
months now.” (65-year-old female)
“I‟ll tell you the real reason I want to take this course, if I can get onto that
SPACEBOOK I can see what my grandkids are doing.” (72-year-old female)
“I had a WORM living on my computer for awhile but I just turned it off and
didn‟t turn it back on again for three weeks, ha ha, I think I killed it!” (83-year-old female)
These comments were collectively much different than the majority from this same
group of students after the OATS training when participants revealed a good grasp and
understanding of the technology and reported both new and improved performance in their
computer and Internet skills and knowledge:
“Now I have a digital camera, I fill out our medical forms online now, its like
wow.” (64-year-old male)
“Now when I see something I need to know about in the newspaper or tv I
can search it myself.” (65-year-old female)
“Now I can email my family in California. They are so proud of me. I‟m so
proud of me.” (72-year-old female)
“I use Pandora now to listen to music. And I installed some new games to
play.” (72-year-old male)
Two measures that can be used to illustrate satisfaction are whether or not participants
intend to take another OATS course, and if they would recommend the course to others. Survey
results from both of these were very positive: close to 90% said they were planning on taking
another OATS course, and 100% of participants said they would recommend OATS to other
older adults.
60
Planning on taking additional OATS (post survey)
Frequency Percent
yes 59 89.4
no 5 7.6
don't know 2 3.0
Total 66 100.0
In both questions participants responded very confidently and in almost every case they
emphasized their convictions with comments such as:
“I can’t wait for the next course!” (66-year-old male) or, “I tell everyone I know about OATS, I print
and distribute the flyers myself!” (69-year-old female)
Transfer: Transfer refers to the ability of older adults to take the skills they learn in their
training into other environments, such as home or the library. All of the participants reported
successfully using their computers and applying their new skills on their home computers.
During the course they translated what they were learning while they practiced and did
homework on their home computers. After the course and six months later, participants
continued to use the skills they learned in the course on their home computers. All participants
reported their homes as their primary location for computer use, which they explained was not
because they didn’t feel able to do so elsewhere, just that it was less convenient. Several
mentioned being “forced” off the computers at libraries when school children arrived after
school, and that the 10-15 minute time limits at libraries were too short for them to do much.
Some participants translated their skills and used computers when visiting family. They mainly
did this either to check their emails, although some reported doing it to “show off a bit” to
family members. The OATS manual was shown to be very important to the transferability of
skills among many students:
“I use my OATS book all the time, I keep it on my desk next to me at all
times.” (64-year-old male)
“Teaching manual is great. I refer to it often. I keep it in my bathroom.” (61-year-old male)
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There were a few problems reported with skill transfer, all of which related to software
incompatibility. This was particularly true for those in the workforce course, where participants’
home versions of Word or Excel were either older, or in some cases newer (e.g., VISTA), than
those they were using in class. The OATS manual was not as helpful to these students because
it was written for even older versions of the software. These problems definitely caused some
confusion as well as frustration as students attempted to transfer their classroom skills to their
home environments.
One of the most significant ways transferability of skills and knowledge was
demonstrated was in the way in which participants were able to successfully troubleshoot
problems on their home computers. Their reports, when asked how they dealt with the
inevitable problems that occur during computer use (e.g., screen freezing, pop-ups, unable to
print a document), illustrated a good foundation of skills and knowledge as well as a confidence
that prepared them well to deal with these issues. Synthesizing their strategies, OATS students
adopt a “stop, drop and roll” approach to troubleshooting:
Stop everything – “turn it off,” “restart it,” “pull the plug,” “shut the lid,” “walk away,” or “just
ignore it for a little while, it needs a rest.”
Drop in for help – “wait until family member comes for a visit” and, “ask them,” “corner them”
or, “don’t give them anything to eat until they fix it.”
Roll – “you just gotta be patient,” “try some things,” “relax and remember what you learned”
or “breathe deeply and try not to cry.”
Using this approach, which is both directly (via curriculum) as well as indirectly
(increased confidence, students sharing these strategies with each other in class) taught to
OATS students, was one of the most compelling examples of the ways in which OATS helps
students prepare for sustained computer and Internet use. This approach reflects confidence,
ability, and ingenuity, and means students are less likely to by stymied by computer or Internet
glitches and more likely to continue using their computers at home long after completing OATS
training.
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Retention: Retention refers to how well benefits and ability are retained after completion of the
course. The study design, with a six-month follow-up survey, allowed for an assessment of
retention and results are very positive: 6 months after the OATS training 89% of participants
reported they were still able to do what they learned in the course (41% very well, 49% quite
well).
Ability to still do what was learned (follow-up)
Frequency Percent
Valid Percent
Cumulative Percent
Valid very well 27 40.9 40.9 40.9
quite well 32 48.5 48.5 89.4
not very well 7 10.6 10.6 100.0
Total 66 100.0 100.0
Retention can also be assessed by examining how many OATS graduates continue to use
their computers after the training is complete and again results were extremely positive: six
months after the course, 63 of the 66 study participants were still using their computers (67%
daily, 26% several times a week and 3% occasionally).
In summary, findings illustrate that OATS is a successful technology training program for
older adults, effectively standing the test across all three criteria.
Key Strengths and Weaknesses of the OATS program:
Study data was synthesized to identify the key strengths and weaknesses of the
program:
Key Strengths:
The people: OATS trainers (at least the three that were observed and evaluated in this study) are exceptional instructors who are very good at what they do. They are patient, compassionate, and make the content accessible and the environment conducive to learning.
The curriculum: OATS courses are organized into a series of well-defined units that incrementally increase in complexity. They are paced in such a way as to not overwhelm the students by providing too much too fast, but also are not boring to those who are progressing more quickly than others.
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The teaching manual: Students found the OATS manual to be a highly effective guide throughout the course, and most continued to use and rely on it as an important resource after completing their training.
The class style: The small number of students, the fact that OATS classes are lab-based, and the open, relaxed, fun environment encouraged social interaction and a safe place for students to ask questions. In addition, the “school” feel - with assigned homework and a dedication to the process of advancing students through the curriculum - means students felt like “real students” and took the classes seriously.
The overall experience: The emphasis in the course toward a positive experience and increased confidence means students leave OATS feeling good about the technology, their ability to use it, and themselves.
Key Weaknesses/Areas for Improvement:
The workforce course: There were very few negative comments about any of the components of the OATS program, however much of what was considered problematic or annoying was concentrated among students in the workforce courses. Their complaints were mainly focused on: a) the incompatibility between the version of software referred to in the teaching manual and the software used in the computer labs, b) the curriculum, and in particular what several students felt was an over- emphasis on Powerpoint versus Excel and Word and, c) a lack of training on other computer related skills that students felt are very important in an employment setting (e.g., the ways in which the Internet is used to attach documents, creating and using email distribution lists, and how to make labels used often in offices).
Intake: Comments that the process of intake was confusing and stressful came from both the service providers as well as the participants. Both felt ill-equipped to make these decisions and held OATS at least partially responsible for the occasions when students ended up in the wrong course. When it happened that a student ended up in the wrong course it was a bad situation for everyone: the participant who may have a negative experience as a result; other students in the class who may become annoyed or impatient with the wrongly-placed student; the trainer who is trying to teach to a variety of levels; and the service provider who may receive complaints from this or other students.
Intergenerational component: Participants who participated in OATS classes with an intergenerational component felt that although this was a very compelling component of the OATS training and one that held incredible potential, as it was currently structured it did not live up to its potential. Participants reported that although it was wonderful to spend time with the youth, and it gave them some insight into “their world,” they were not sure how helpful or useful the interaction was to their computer training specifically.
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Recommendations and suggestions from Participants:
When asked if they could change anything about the OATS course, 30% reported they
wouldn’t change anything, and 35% said the only suggestions they had was to “have more”
OATS by extending the amount of class time in some way. The other suggestions were mainly
focused on offering the course in other languages, offering courses more often at each site,
teaching new courses on a specific topic (e.g., “How to increase social participation using the
computer” and “How to use a digital camera”), and improving screening procedures.
Change anything about OATS
Frequency Percent
Nothing 20 30.3
Extend the course (more weeks) or Have longer classes (more time each class)
23 34.8
Other suggestions 33 50
Total 66 100.0
Recommendations and Suggestions from Service Providers
Providers were thoughtful and forthcoming with their feedback and made several
suggestions about how to improve the OATS programs:
Bilingual Training:
Hire more bilingual instructors
Offer courses in Spanish
Translate OATS manuals into Spanish Intake:
Provide a short intake questionnaire that would help determine the most appropriate class for students
Use OATS graduates as volunteers to help the older adults figure out which class they should register for
On-site training and support for staff:
Train volunteers at the host sites so they were able to offer or increase “open hours” in their computer labs
Offer additional training to on-site IT staff so they can provide better support to OATS students once the course is over
Scheduling:
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Provide more consistency scheduling OATS trainings
Offer workforce courses nights and weekend to accommodate those in the workforce Funding:
Assist organizations to procure sustainable and sufficient funding so they can make OATS courses a regular and consistent course offering at their facility
66
On-site IT staff
Include IT managers and instructors in planning and regular communications so they can assist in planning and implementation and do not feel alienated from the process
Better coordinate with existing IT staff and current computer training programming to avoid replication
OATS – getting students “turned on” for success:
It is not enough to simply offer technology training to older adults. Supporting this
population to engage with what is often considered foreign and confusing and, as one
participant reported, “completely out of my element,” requires much more. It requires good
training. Good training will build confidence, alleviate confusion and anxiety, pique interest,
and promote understanding and improved skills that are sustained over time. OATS programs
do this. The data are very compelling and illustrate a package of well-designed and thoughtfully
administered components (curriculum, trainers, manuals, class atmosphere, style) that
together create a package for success. What OATS does best is lay the foundation for confident,
enthusiastic, excited computer users who are “turned on” by the technology and not looking
back.
Overall Summary
Study findings provide a comprehensive picture of the ways in which OATS programs
can impact the lives of older adults. OATS training programs were found to positively affect the
lives of community-dwelling older adults who were interested in learning how to use computer
and Internet technologies. OATS trainings promoted the successful adoption and sustained use
of these technologies and served to enhance social connectedness, increase access to
information, and facilitate opportunities for social and civic participation among OATS students.
Each core element of the OATS program is effective, and together provides a technology
training program that serves older adults extremely well. Findings also suggest a positive
impact on the community partners; hosting OATS programs seems to increase organizational
capacity as well as promoting a more positive image of older adults among staff. Study findings
make an important contribution to the field of aging and technology, are helpful to policy-
makers and programmers charged with supporting the health and well-being of the growing
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older population, and provide direction and guidance to OATS as it moves forward with
programming and curriculum development, continues to grow as an organization, and seeks
additional and sustainable funding.
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