Enhancing e-learning in old age

This study assesses the efficacy of e-learning content that has been adapted to cognitive styles in a sample of older adults. Since the personalisation of learning content has been generally associated with learning processes, it was hypothesised that intrinsic motivation, metacognition and selfregulated learning and learning strategies would interact in affecting learning outcomes. A sample of 106 older adults attending the University of the Third Age was divided into two groups on the basis of the learning approach (face-to-face vs. online). Participants were asked to fill out questionnaires that assessed cognitive styles, learning processes and learning outcomes. A factorial ANOVA and path analysis were used. Findings confirmed the efficacy of adapting e-learning content to older adults’ cognitive styles, as well as the role played by intrinsic motivation, metacognition and self-regulated learning, and learning strategies in determining learning outcomes. Consequently, this research supports the benefits of e-learning environments in facilitating learning processes and in encouraging older adults to engage in learning activities.