Abstract
During the pandemic, all educational institutions, including senior education centers, closed. To support the physical and mental health of the elderly, Taiwan's Ministry of Education Taiwan urged active aging centers to develop online courses. This study explored the difficulties and self-efficacy of middle-aged and older adults transitioning to online learning during the Covid-19 pandemic. Drawing on data from 271 participants engaged in online learning at active aging centers in Taiwan, the analysis employed t-tests, one-way ANOVA, and Pearson correlation to examine how personal background variables relate to participants' online learning difficulties and self-efficacy. Findings revealed that participants experienced moderate difficulties in online learning, particularly regarding course design and teacher interaction. However, their self-efficacy was above average, and they recognized the value of online learning. Prior to the pandemic, participants had experience with online learning or related features, and their daily internet habits influenced their difficulties and self-efficacy. Additionally, participants from different residential areas, educational levels, or perceived health conditions experienced significant differences in online learning difficulties. Moreover, the number of online courses attended during the pandemic affected participants' self-efficacy. Finally, higher difficulties in online learning were associated with lower self-efficacy. These findings offer insights for researchers, older adult education practitioners, and online learning program designers seeking to understand online learning for middle-aged and older adults.
Author Information
Jing-Yi Lu, Asia University, Taiwan
Paper Information
Conference: ECE2024
Stream: Adult
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Lu J. (2024) The Relationship Between the Online Learning Difficulties and Self-Efficacy Among Middle-Aged and Older Adults in Taiwan During the COVID-19 Pandemic ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 687-697) https://doi.org/10.22492/issn.2188-1162.2024.54
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.54
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