| The purpose of the study was to develop understanding of the self-directed computer learning experience of older adults who chose to learn computing skills.;The study design was based on the grounded theory method of data collection and data analysis. Participants were older, community dwelling, adults, aged 60 years and more, with no prior computer skills who chose to become computer users and learned to compute mainly on their own. Sampling was guided by the grounded theory method and was purposive in nature. Study data were obtained from a personal, semi-structured interview and four self-report style instruments. The analysis of data was the iterative process associated with the grounded theory method involving questioning, comparing, and formulating categories culminating in a theory based on the data.;The self-directed learning approach examined by the study was found to be a viable method of learning for older adults under certain conditions. The conditions form a theory involving the learner's willingness to take responsibility for their learning and five components: (1) having a Meaningful Activity; (2) investing Time in computing; (3) having two types of help, Supportive Help and Technical Assistance; (4) establishing a Computing Network and, (5) developing a Computing Repertoire. A final condition was adapting to changes related to technology, factors of age and health that influence lifestyle and personal activities, and the need for assistance. The participants of the study did not view age to be a factor in their learning. The findings of the study did show the older self-directed computer learners to experience some of the age-related difficulties faced by older computer learners in more structured settings. |
