OPEN AND DISTANCE LEARNING (ODL) AND OLDER ADULT LEARNERS’ ENGAGEMENT – A CASE STUDY AT THE OPEN UNIVERSITY OF MAURITIUS

Meera Gungea

Abstract


Many universities are opening their doors to the older adult population to enable them to earn certificates without compromising work and family commitments. However, many universities use the online or blended approach and as such, by default, adults who are part of this student population have to also stand by the same approach. The Open University of Mauritius offers courses using the Open and Distance Learning (ODL) approach. In the past, this blended method comprised of face-to-face lectures, but with the Covid-19 pandemic, most courses are now online, with limited face-to-face sessions. Research shows that age is actually a more powerful predictor of technology use as compared to other digital divide demographics and that technological inability may cause older adults to underperform and underuse technology. As this university has a large population of quinquagenarians, it is assumed that this population might have different experiences with technology in their process of learning. Activity theory conceptualizes a positive relationship between activity and successful ageing as, according to this theory, keeping older people socially active delays the ageing process and improves their quality of life. This study explores how these adults respond to the online mode of study and how this interaction is beneficial/challenging for this group of adults. Using purposive and convenience sampling, selected students meeting the demographic profile are interviewed to determine their personal experience with online learning, the factors that affect their engagement, and what mechanisms support them to cope with this system.

 

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adult education, older adults, active ageing and education

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v10i1.5791

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