Optimizing smartphone education for Chinese seniors: The role of blended learning

Abstract

With the world's population aging rapidly, education for older adults has become an essential strategy for improving their quality of life and fostering active societal engagement. The swift pace of digital transformation presents both opportunities and challenges for senior education, necessitating innovative pedagogical models that merge technological advancements with conventional teaching methods. This study investigates the influence of blended learning on the learning behaviors and outcomes of elderly individuals, specifically within the context of smartphone education in Jinan, China's Daode Street Community. A mixed-methods research design was utilized, encompassing a literature review, questionnaire surveys, in-depth interviews, experimental research, and a case study. The research contrasted an experimental group, which engaged with a blended learning model, against a control group that received traditional face-to-face instruction. The findings demonstrated that the blended learning approach significantly enhanced knowledge acquisition, practical skill application, and overall learning satisfaction among older learners. Furthermore, engagement levels were notably higher in the experimental group, as participants benefited from the flexibility of online components while retaining the valuable interactivity of in-person teaching. However, the study also identified obstacles such as digital literacy barriers and varying degrees of technology acceptance among older learners. Consequently, the research underscores the critical need for age-friendly course design, targeted digital literacy training, and robust community support to maximize the effectiveness of blended learning for seniors. These insights provide valuable practical guidance for policymakers, educators, and community organizers in developing inclusive and impactful lifelong learning programs for aging populations. Future research should explore the long-term effects of such programs and consider integrating emerging technologies like artificial intelligence and virtual reality to further enrich elderly learning experiences.