Purpose This study aims to investigate the perceptions of elderly learners in experiencing Zoom learning under the effects of COVID in the case of Hong Kong. Design/methodology/approach An online survey and focus group interviews have been conducted with quantitative and qualitative approaches, respectively. The survey design was based on the input-process-output (IPO) model conceptual framework and used to assess students’ perceptions regarding their Zoom learning experiences at the Elder Academy of Hong Kong Metropolitan University. Thereafter, selected students were invited to participate in focus group interviews to offer more in-depth comments for analysis purposes. Statistical Product and Service Solutions software and SmartPLS were used for data analysis of the survey, and content analysis was used to summarize opinions from the focus group interviews; thus, a comprehensive picture of elderly learners’ learning experiences on Zoom is presented. Findings An overall positive perception was the result of elderly learners’ Zoom learning journeys, particularly in the “input” and “process” stages of the IPO model. Yet, their perception of the “learning outcomes achieved” level in the “output” stage was lower among the rest, thus strongly affected by the factors of “interactions” and “teaching” experienced by elderly learners on Zoom. Although the perception of the youngest age group was more positive, none have agreed that Zoom learning was more favourable when compared with the traditional face-to-face mode. Originality/value Given Zoom as the short-term replacement option under the COVID pandemic, this study will provide recommendations for educators/institutions to improve their design of the whole learning process for elderly learners on the Zoom platform. © 2023 Emerald Publishing Limited.

In light of its low fertility rate and long life span, Hong Kong is facing the challenge of a rapidly ageing population. To foster successful ageing, learning throughout life regardless of age is promoted as lifelong learning. A total of 20 older adults who are studying the Diploma in Active Ageing at the School of Professional Education and Executive Development of The Hong Kong Polytechnic University participated in a questionnaire survey while 16 older adult students participated in individual in-depth interviews in the present study. The results show that those who have received both informal and formal learning opportunities experienced positive changes to their physical, psychological and social health. The participants reported that the current lifelong learning policy provides insufficient financial support and insufficient promotion of formal education for older adults. For older adults to pursue further education, there is a need to provide more generous subsidies and relax age eligibility restrictions. To sustain lifelong learning, both informal and formal education for older adults should be promoted equally in order to meet the diverse interests and ability of older learners. Copyright © 2023 SAGE Publications.

In the contexts of population aging and English as a second language (ESL) proficiency decline in Hong Kong, a 12 weeks program that matched 15 retired citizens with 30 secondary school children who wanted to practice English outside the classroom was established. Using proficiency tests, open-ended questions, and Likert scales, this study examined the program value in terms of participants’ program experiences and performances. Results indicated that intergenerational contacts through games, activities, mutual understanding, and friendships appeared to be conducive to children’s ESL learning and relevant to retirees’ post-retirement development. Ideas on exploring ways to increase more available linguistic practice encounters while promoting active aging, and an insight on responding to intergenerational segregation are considered. Copyright ©Routledge.

This article describes a learning unit for seniors within a university in Hong Kong, as an example of offering lifelong learning opportunities for senior adults. This article reports and discusses findings from a small-scale research study conducted at the unit, which aimed to explore the effectiveness of the current mode of integrating elder learning into higher education, specifically how this related to the promotion of intergenerational learning between elders and university students. This article reports on the findings of a quantitative survey conducted with elders, university students and instructors, in order to compare their views on the impact of a mixed intergenerational classroom and to identify the benefits of elder learning. The most positive impact of the mixed-class arrangement was upon the elder learners, who reported very positive learning experiences and a number of positive benefits to learning. All three groups positively reported that the class arrangement did improve intergenerational learning. Whilst all three groups responded very positively to the mixed-class arrangement and presence of elders, there were less positive responses reported from both undergraduates and their instructors as to the impact of elders in the same class upon helping undergraduates learn better. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

There has not been ample recent research on teaching older adults. However, as described below, there is mounting research in how and why older adults want to learn. This brief discussion is derived from work undertaken for a workshop in Hong Kong on issues in teaching older adults. It combines recent research on learning and teaching in higher education as it applies to older adults. The paper addresses: learning and ageing, learning choices, an information processing view of learning, deep and surface learning, teaching and learning approaches, formal, non-formal and informal learning, teaching roles, evaluation, and technology. Some sections are exemplified with information from teaching older adults in Australia and Hong Kong. Copyright © 2018 Taylor & Francis.

The purpose of this study was to develop and test a senior technology acceptance model (STAM) aimed at understanding the acceptance of gerontechnology by older Hong Kong Chinese people. The proposed STAM extended previous technology acceptance models and theories by adding age-related health and ability characteristics of older people. The proposed STAM was empirically tested using a cross-sectional questionnaire survey with a sample of 1012 seniors aged 55 and over in Hong Kong. The result showed that STAM was strongly supported and could explain 68% of the variance in the use of gerontechnology. For older Hong Kong Chinese, individual attributes, which include age, gender, education, gerontechnology self-efficacy and anxiety, and health and ability characteristics, as well as facilitating conditions explicitly and directly affected technology acceptance. These were better predictors of gerontechnology usage behaviour (UB) than the conventionally used attitudinal factors (usefulness and ease of use).Practitioner Summary: Previous studies have not given much consideration to age-related health and associated abilities when examining acceptance of technology by the ageing population. By encompassing conventional technology acceptance constructs together with age-related health and ability characteristics, the present study was able to identify more factors affecting gerontechnology acceptance by older Hong Kong Chinese.
[Copyright of Ergonomics is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00140139.2014.895855]

This article presents the Elder Academy (EA) Network as the policy and practice in promoting active ageing through elder learning in Hong Kong. First, the article examines how the change in demographics and the prevalent trend of an ageing population have propelled the government in Hong Kong to tackle issues and challenges brought about by an increasing proportion of the elderly population. Second, the political and cultural contexts are critically discussed to identify the rationale underlying the successive implementation of a series of major reforms within a short time in areas including elderly welfare by the postcolonial Hong Kong government. Third, the Elder Academy Network is introduced to provide a model of cross-sectoral collaboration in the provision of elder learning involving the government as coordinator working jointly with schools, service agencies, and universities to form a network of elder academies providing a myriad of learning opportunities for elders to pursue in their late-life years. Finally, the EA network is critiqued for its benefits and limitations, warranting a need for research and evaluation before the Hong Kong experience can be shared and the EA model of active ageing through elder learning can be emulated in places outside of Hong Kong.
[Copyright of Educational Gerontology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03601277.2013.750931]

Early school leavers cannot access school-based sex education programmes, increasing their vulnerability to sexual health issues. This study evaluated a culturally-sensitive and target-orientated sex education programme involving this group. Early school leavers were recruited from two branches of the Chinese Young Men's Christian Association in Hong Kong. These potential peer educators (PEs) attended five three-hour workshops providing comprehensive sex and sexuality education. They then provided peers with sex education, whilst receiving continuing support and attending additional training and activities. The Safer Choice Student Health Questionnaire, Mathtech Student Course Evaluation and Student Assessment of Course Impact questionnaires and Behavioral Intent Questionnaire were used to assess attitudes towards the programme and changes in knowledge, attitudes, practices regarding sex and sexual health. Of 60 PEs, 97% completed the workshop course. Seven months post intervention, changes in attitude towards contraception (p = 0.01) and a lower likelihood of having sex (p < 0.001) were found amongst PEs. At 14 months, PEs were less likely to have sex (p < 0.001) and were more comfortable talking about sex with friends and family (p = 0.01) but no difference was observed in pre-training and post-training tests among 545 targeted peers. The intervention successfully engaged the heavily involved PEs, and had some positive effects on their willingness to discuss sexual health issues, their perceived likelihood of having and their attitude towards sexual intercourse.
[Copyright of Sex Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14681811.2011.538153]