Older Adults and Technology-Based Instruction: Optimizing Learning Outcomes and Transfer

被引：55
作者：
Wolfson, Natalie E. [1 ]
Cavanagh, Thomas M. [1 ]
Kraiger, Kurt [1 ]
机构：
[1] Colorado State Univ, Ft Collins, CO 80523 USA
来源：
ACADEMY OF MANAGEMENT LEARNING & EDUCATION | 2014年 / 13卷 / 01期
关键词：
PROMPTING SELF-REGULATION; AGE-RELATED DIFFERENCES; SKILL ACQUISITION; LIFE-SPAN; WORKING-MEMORY; ADVANCE ORGANIZERS; COGNITIVE LOAD; TRAINING OLDER; META-ANALYSIS; PERSONALITY;
D O I：
10.5465/amle.2012.0056
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Our purpose here is to provide an overview of the cognitive and socioemotional changes associated with aging and to propose ways that these changes can be accommodated in a technology-based training environment. We recommend that technology-based training for older adults should: (1) be highly structured, (2) provide feedback and adaptive guidance, (3) include metacognitive prompts, (4) incorporate principles derived from cognitive load theory and cognitive theory of multimedia learning, and (5) include a user interface that is simple and consistent throughout the course. With a focus on organizations as well as business schools, we then discuss contextual variables expected to enhance older learners' training motivation or improve their transfer of training. Finally, we will recommend areas worthy of exploration that might reveal age-specific differences in technology-based instruction (TBI) design.
引用
收藏
页码：26 / 44
页数：19
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