E-Learning Design for Older Adults in the United States

Abstract

As global populations age, there is an urgent need to address the unique learning requirements of older adults in the context of e-learning. This study builds upon prior work to investigate the connections between older adults’ cognitive profiles, learning preferences, and attitudes toward technology in the United States. Through a survey of 203 U.S. adults aged 55 and above, data were collected on participant demographics, learning preferences, and attitudes towards technology. The results reveal a tech-savvy sample that is most comfortable with everyday applications and favors practical, visual learning approaches. Key findings include high levels of internet and smartphone adoption, varying confidence levels across different mobile applications, and strong preferences for step-by-step instructions, examples, and graphics in e-learning modules. This mixed-method study serves as a foundation for future research aimed at increasing the adoption and effectiveness of e-learning among older adults in the U.S. and globally, ultimately contributing to the overall quality of life and support for active-aging initiatives.

Keywords

• e-learning
• adult learning
• instructional design
• survey
• design-based research
• lifelong learning