ABSTRACT
The chapter reports on a qualitative research study at the University of the Third Age (U3A) in Malta which, during the COVID-19 pandemic, ceased all its classroom-based education, and adopted an online learning strategy. The aim of the research investigation consisted in exploring the positive and negative impacts of the change in this mode of teaching and learning on U3A members. On one hand, older learners relished a virtual learning environment for its flexibility potential as it allowed them to juggle jobs, family care-giving, and learning schedules without conflicting timings, re-read a lecture or take more time to reflect on some “difficult” material, and mitigating against discriminating factors such as age, physical appearance, disability, and gender. On the other hand, since this shift was not carried out under the supervision of e-learning specialists, the novel learning environment included no dynamic interaction, neither between tutors and learners, nor among learners themselves, so that the latter had no opportunity to articulate responses with as much depth and forethought as in traditional face-to-face educational situations. At the same time, the shift towards online learning faced the pressing issue of digital exclusion. This chapter concludes that the implementation of online learning in later life needs to uphold four principles of good practice: making provisions for older persons who do not have access to online services, ensuring that technology is accessible to all older persons, providing hardware and software equipment and internet access to older learners, and investing in skilling older persons in digital competencies.
