AGEING AND LEARNING IN AUSTRALIA

1. AGEING AND LEARNING IN AUSTRALIA Prof Gillian Boulton-Lewis Centre for Social Change Research,Queensland University of Technology g.boulton-lewis@qut.edu.au

2. First study 2002 • 17 adults between 70 and 80 • They lived independently in their own homes or retirement villages • A semi-structured interview was conducted about learning needs and barriers • We identified sub themes for learning needs, barriers, learning strengths and gender

3. Learning issues from interviews Learning needs • Technical skills and knowledge – most frequently mentioned need was how to use a computer • Health issues – such as how to manage problems • Leisure and entertainment- new interests and maintenance of existing ones • Life issues - particularly financial matters Barriers to learning • Physical problems • Cognitive and self matters Self efficacy and learning strengths Gender-more women than men were concerned about computers, phone banking and mobility

4. Second Study 2002 • We developed a survey with 34 items based on the interview results • Completed by 160 older adults • Using factor analysis we identified three main learning needs; technology; health, safety and transportation; and leisure/hobbies • Barriers included external factors, health and physical ability, motivation and self confidence • Efficacy depended on confidence with technology and general efficacy

5. AAA triple A triple A AUSTRALIAN ACTIVE AGEING PROJECT QUEENSLAND UNIVERSITY OF TECHNOLOGY, AUSTRALIA

6. Method - Survey • the survey covered: paid and voluntary work (14), learning (33), social (11), spiritual (9), emotional (24), health, vision and home (50), life events (9), and demographics (14) • learning, social, spiritual, emotional, health, vision, and home, and life event items were developed from existing surveys with permission • the learning questions (derived from Purdie & Boulton-Lewis, 2003) contained 8 items about interests, 7 about what people needed to learn, 7 about what they wanted to learn and 11 items concerned with obstacles to learning • other sections were developed by the research team • an open question at the end of the survey asked respondents to describe what being actively engaged in life meant to them

7. Method – Sample • random sample of 6000 people aged 50 - 75+ years, Australia wide, selected by a large Australian seniors’ organisation, received the postal survey • data for 2645 respondents were analysed • 57% were female • respondents by age were 50-65 (68%), 65-74 (21%), >74 (10%), <50 (34%) • majority were from NSW (32%), Vic (24%) and Qld (20%) • average incomes were >$50,000 (33%), >$30,000 (26%), >$20, 000 (18%), >$10,000 (14%) and <$10,000 (5%) • majority were married (65%) living in their own home (88%), in the metropolitan area (69%) and born in Australia (76%) • education included tertiary qualifications (31%), Grade 10 (21%) and further education (18%)

8. ResultsLearning and active ageing • the Gamma test by age grouping indicated that most of the respondents were interested in learning new things including new technology, and activities for and leisure/interest • younger respondents (50 - 65) were more interested in keeping up to date with technology, new activities, new interests, holiday and travel, and managing money • older respondents (older than 74)were interested in political events, avoiding violence, and organising transport. They also said that health problems, lack of transport and prior learning kept them from learning new things • clustering analysis showed that an individual’s health and attitude to learning are most important in active ageing

9. Results – continued • Factor and regression analyses showed that : • being female is significant in wanting to learn, needing to learn, engagement with learning and the need for independence/protection • good physical health is significant in wanting to learn and engagement with learning, and poor health is an obstacle to learning • being younger is significant in wanting to learn, needing to learn and engagement with learning • being regional is significant in wanting to learn, needing to learn and engagement with learning • being a high income earner is significant in wanting to learn • a low income is an obstacle and influences the need for protection/independence • Finally formal (prior) education is important in engagement with learning, and being less formally educated constitutes an obstacle

10. Computer technology usage • A significant phenomenon of the 21st century is the rapid increase in the use of technology • Communication technologies have potential to minimize social isolation and improve quality of life • Older adults need the ability to use new technologies to support and improve their quality of life and participation in society to communicate and find information • Retirees are the group most likely to be without an Internet connection; 63% were unconnected compared with 29% of all groups that were not connected (Hellwig, 2000) • Some older people are positive about computers, while others respond negatively to design and operational features • Age-related impairments such as vision, hearing and memory and mobility loss, contribute to lack of confidence and difficulty in orientation and absorption of information

11. Analyses for learning and computer technology • Ordinal regression modelling was conducted to see if working, learning, social, spiritual, emotional, health and demographic characteristics predicted keeping up to date with technology, or needing, or wanting to learn to keep up to date • NVivo, with predetermined key words and ideas was used to analyse responses to the open ended question

12. Predictors of technology use • Those who keep up to date with technology are more likely to be men, interested in learning and doing new things, in current affairs and their families - hence mentally engaged with issues of family and wider social life, and proactive in learning • Those who need to keep up to date make an effort to learn new things and activities, want to fulfil personal goals, feel they have more do in life - hence engaged with the future, and with ways to enable that to continue • Those who want to learn to keep up to date like to learn and try new things and new activities, want to learn to discourage violence, are confident, do not let things get them down, and are better educated.

13. Uses of technology • The open statements contained mentions of using technology for the purposes of communication, learning, family links, keeping up to date, enjoyment, staying mentally alert and just using the computer for a range of reasons at home or at work • specific analyses of responses by the terms computers (39), technology (26), e-mail (8) and learning about technology (22/36 female) give more understanding of how and why people want to use technology

14. Discussion • open ended responses about technology were from only a very small number of the total of 2465 respondents – about 0.025% • this suggests that computers and technology are not very important in the lives of older people in Australia • the older people who engage with technology are likely to; • be interested in, and enjoy learning new things and activities • have an interest in current affairs and keeping up to date • make an effort, have personal goals, feel there is more to do in life • have confidence and do not let things get them down • want to learn to discourage violence • maintain communication with families • be younger, better educated and male

15. The link between being male and technology is different from the predictors for learning generally (Boulton-Lewis, et al., 2006) where being female was more important • Indicators from both analyses link the younger age group and better education to technology use • given the relationship between quality of life and use of computer technology it seems that there is a need to promote it (particularly with women) despite possible fears of computers and perceptions of lack of immediate relevance

16. Models for the promotion of access to computer technology are being pioneered by entrepreneurs and communities in the USA and Australia • Computer company programs and peer teaching are two such activities • Intergenerational learning has been successful with children helping older people to master the necessary skills • Seniors’ organisations such as ASCCA, COTA, U3A, and SeniorNet actively promote computer tuition by older people for older people with a focus on complete beginners who may be fearful of the technology • It seems from our results that such programs are particularly important for women who want to learn generally, want to learn about technology, are not as likely currently to be using technology and will need it in the future • Access to computers for people with lower incomes also needs to be addressed.

17. information about options for learning by older people needs to be readily available for example: - U3A, Elderhostels - various clubs and groups - local council activities - online activities - active involvement in ageing research - opportunities to share skills and knowledge • attitudes to and opportunities for older people to learn need to be examined • older people have the right to keep learning and living • such learning might save governments money

18. Related publications Barnett, K., Buys, L., Lovie-Kitchin, J., Boulton-Lewis, G. Smith, D. &Heffernan, M. (in press). Older women’s fear of violence: The need for interventions that enable active ageing. Journal of women and ageing, 19, 000-000. Boulton-Lewis, G.M., Buys, L. & Tedman –Jones, J. (2007). Conceptions of ageing and engagement in learning for adults with lifelong intellectual disability. Legacy of Learning Conference, 9-11 May, Glasgow, Scotland. Boulton-Lewis, G.M., Buys, L., Lovie-Kitchin, J., Barnett, K. & David, L.N., (2007) Learning, ageing and computer technology in Australia. Educational Gerontology, 253-270. Boulton-Lewis, G.M., Buys, L. & Lovie-Kitchin. J. (2006). Learning and active aging. Educational Gerontology, 32(4), 271-282. Purdie, N. & Boulton-Lewis, G. (2003). The learning needs of older adults. Educational Gerontology, 29(2), 129-149.