Enacting support for digital competence in real-life interactions when older persons receive one-to-one coaching

TL;DR

This study explores how one-to-one digital coaching in homes helps older adults improve their digital skills and bridge the digital divide.

Contribution

The study identifies key characteristics of effective one-to-one digital support for older adults in real-life home settings.

Findings

Three main themes of support emerged: direct support, relational building, and personalized digital needs focus.

Support was most effective when it was adapted to the individual's needs and delivered in an inclusive environment.

The coaching approach helped reduce the digital divide by promoting equitable access to digital resources.

Abstract

Digital competence is essential in today’s digital society. Older persons often exhibit lower levels of digital competence than younger age groups, indicating a digital divide. Consequently, support to enhance digital competence is needed. Yet, little is known about the characteristics of such support. This study, conducted in Sweden, explored how one-to-one digital support was provided to older persons in their homes through a coaching service provided by a municipality.

This study employed an exploratory qualitative design. Data were collected through audio-recorded support sessions in which 12 persons aged 65 years and older received support with their digital needs in their homes from a municipally employed digital coach. The audio-recorded sessions were analysed using thematic analysis.

Through the analysis, three main themes emerged, each comprising two sub-themes. The themes were direct support and memory aid, provided through hands-on support and tools for memory support; support built on relation and mutual influence, achieved by building a relationship and creating conditions for equal voices; and to place the person’s own digital needs at the centre, accomplished by listening and responding and by sharing adapted knowledge. The support was provided through the creation of an adapted and inclusive learning environment centred on the older persons’ own digital needs.

The study provided insights into how support was enacted in real-life interactions when older persons received coaching for digital competence in their own homes. These insights may contribute to improving the design of future interventions. They also highlight the potential for digital support to narrow the digital divide and promote equitable access to the resources of the digital society.