Senioren gehen online: nur eine Frage der Bildung? [18.08.20]
Von den Vorzügen des Internets können alle Altersgruppen profitieren. Zu Pandemie-Zeiten können insbesondere Senioren einen hohen Nutzen aus Online-Diensten ziehen, seien es digitale Einkäufe, zwischenmenschliche Kontakte oder Unterhaltung. Obwohl der Zugang zum Internet allgegenwärtig ist, fehlt es gerade der älteren Generation oftmals an digitalen Kompetenzen, um Online-Services zu nutzen. In einer neuen Publikation untersuchen Wissenschaftler der Universität Hohenheim, welche Faktoren mit der Nutzung des Internets innerhalb der älteren Generation in Verbindung stehen. Die Forscher berichten, dass sozioökonomische Faktoren wie Bildung und die Wohnverhältnisse eine große Rolle spielen.
Bildquelle: https://pixabay.com/de/photos/iphone-grossmutter-handy-4130253/
Publikation
Leukel, J., Schehl, B., Sugumaran, V., 2020. To Do or Not to Do: How Socio-demographic Characteristics of Older Adults Are Associated with Online Activities, in: Gao, Q., Zhou, J., Human Aspects of IT for the Aged Population. Technology and Society, Lecture Notes in Computer Science. Springer International Publishing, Cham, pp. 255–268. doi.org/10.1007/978-3-030-50232-4_18
Abstract
Older adults use the Internet for a broad range of purposes including interpersonal communication, errands, and leisure. Although barriers towards physical access to the digital world have diminished, relevant subgroups of older adults still lack the digital skills required for diverse online activities. While understanding this second-level digital divide is an active field of research, the results of previous studies are less conclusive in the factors that explain whether one belongs to the group of users or nonusers. We posit that the accumulation of knowledge from empirical quantitative studies is undermined by considerable heterogeneity in the reporting of logistic regression analysis, for which we provide evidence in the extant literature. We then explore the usefulness of socio-demographic characteristics in explaining various online activities. Our results (1) highlight different roles of education and living arrangement in explaining informational, social, and instrumental online activities, and (2) underscore the need to provide contextualized information when conducting logistic regression analysis. Taken together, our findings contribute to understanding differentiated online activities in older adults and provide methodological guidance for future studies.
