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Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults

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dc.contributor.authorWolfson, Natalie E., author
dc.contributor.authorKraiger, Kurt, advisor
dc.contributor.authorBeier, Margaret, committee member
dc.contributor.authorRhodes, Matthew, committee member
dc.contributor.authorDiehl, Manfred, committee member
dc.date.accessioned2007-01-03T06:40:39Z
dc.date.available2007-01-03T06:40:39Z
dc.date.issued2014
dc.description.abstractGiven the emergent aging workforce and the rapid rise of technology-based training tools in organizational settings, I designed two studies to gain greater insight into whether or not older learners require computer-based instructional designs that are different from younger adults. Specifically, I conducted two studies to examine the effect of technology-based collaboration on older and younger adults' learning outcomes. In Study 1, older and younger participants completed an online audiovisual training and reviewed training concepts either individually or in a chatroom context with other trainees. Results indicated that, across conditions, older adults performed worse on learning outcomes compared to younger adults and that older adults had a more negative perception of their chatroom experience compared to their younger counterparts. In Study 2, I strengthened the collaborative learning manipulation, re-assessed the relationship between online collaboration and learning across age groups, and investigated turn-taking as a method of facilitating performance during the chatroom discussion. The two main findings for Study 2 were the following: 1) Age and instructional design condition (individual vs. collaboration) interacted to predict transfer performance. Quite surprisingly, younger adults performed similarly in the individual and collaborative conditions while older adults improved their performance in the collaborative condition compared to the individual condition. In effect, collaboration eliminated the performance gap that existed between older and younger adults in the individual condition. 2) Within the collaboration groups, those who engaged in a turn-taking protocol did slightly worse in terms of recall performance compared to those in the free-for-all collaboration condition. These findings speak to the need for age-specific instructional design and suggest that turn-taking might not be a strategy for boosting learning in a chatroom setting.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierWolfson_colostate_0053A_12199.pdf
dc.identifier.urihttp://hdl.handle.net/10217/82542
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectcognitive aging
dc.subjecttechnology-based training
dc.titleShedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplinePsychology
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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