Barriers and support strategies for older adult participation in online learning in Taiwan: A collaborative learning perspective

This study adopted a collaborative learning perspective to explore older adults’ online learning experieThe author reports there are no competing interests to declare.nces in Taiwan. Using semi-structured interviews with 11 adults from active aging learning centers, the study examined their challenges, collaborative strategies, and support resources, providing recommendations for course design. Findings revealed the main difficulties were physiological and psychological decline, limited digital skills, equipment, environmental constraints, and a mismatch between instructional interaction and learning pace. These issues suggest that current course designs do not fully address older adults’ needs. Collaborative support from staff, teachers, peers, and family, along with self-practice, helped participants overcome these barriers, build confidence, and sustain motivation. The study recommends that future course designs increase teacher-student interaction and real-time feedback, adopt blended learning models, and integrate relevant, real-life content. These findings offer practical implications for governments, institutions, and instructors in developing online and digital technology courses for older adults.