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The effects of Covid-19 on the digital literacy of the elderly: norms for digital inclusion

dc.creatorMartínez-Alcalá, Claudia I.es_ES
dc.creatorRosales-Lagarde, Alejandraes_ES
dc.creatorPérez-Pérez, Yonal M.es_ES
dc.creatorLopez-Noguerola, Jose S.es_ES
dc.creatorBautista-Díaz, María L.es_ES
dc.creatorAgis-Juarez, Raul A.es_ES
dc.date2021
dc.date.accessioned2024-06-24T18:07:55Z
dc.date.available2024-06-24T18:07:55Z
dc.date.issued2021
dc.identifierJC10SC21es_ES
dc.identifier.urihttp://repositorio.inprf.gob.mx/handle/123456789/8019
dc.identifier.urihttps://doi.org/10.3389/feduc.2021.716025
dc.descriptionThe current sanitary crisis due to COVID-19 has further evidenced the enormous digital exclusion of older adults. Furthermore, the crisis has urged older adults to adopt new technologies to facilitate their tasks, as well as to provide them with an effective means against loneliness and social isolation caused by the confinement. In light of this, Digital Literacy is necessary for all those excluded from the digital era, who are characterized mainly by little or no ability to effectively use technologies. Nevertheless, detailed studies showing the leap from mixed (Blended Learning, BL) to digital literacy in the elderly have not been published. The objective of the present research was to analyze the level of Digital Literacy with the Digital Literacy Evaluation (DILE) of two groups of elderly adults with different levels of literacy (Group 1: G1, and Group 2: G2) during three stages: BL (Aug–Dec 2019); Transition (Feb–Jun 2020); and Digital (Aug–Dec 2020). Comparisons were made before each educational level (pre-pre-pre) and after each educational level (post-post-post) and during consecutive periods before and after each semester (pre vs post) and throughout different educational levels (G1: Basic 1, B1; Basic 2, B2; and intermediate 1, I1; and G2: Intermediate 1 to 3, I1, I2, and I3). Subsequently, considering all the elderly who had passed at least one of the literacy levels, we worked with a total sample of 176 older adults. The comparisons showed that, before the pandemic, G1’s pre digital literacy levels increased between B1 and B2 and that the differences continued with that increasing trend between the B1 level and the I1 completely digital treatment, and the same was observed for post measurements. On the other hand, for the G2, the differences in the DILE were statistically significant between the pre-condition of I2 (before the pandemic) and the I3 (completely digital treatment); and between the pre-conditions of I1 and I3; the same results were obtained for post treatments. Also, pre vs post scores on the DILE were statistically significant and older adults increased progressively their digital literacy despite the COVID-19 pandemic and jumped to the digital age.es_ES
dc.formatPDFes_ES
dc.language.isoenges_ES
dc.publisherFrontiers Media S.A.es_ES
dc.relation6:716025
dc.rightsAcceso Cerradoes_ES
dc.titleThe effects of Covid-19 on the digital literacy of the elderly: norms for digital inclusiones_ES
dc.typeArtículoes_ES
dc.contributor.affiliationCátedras CONACyT, Consejo Nacional de Ciencia y Tecnología, Benito Juárez, Mexico
dc.contributor.emailcimartineza@conacyt.mx (Claudia I. Martínez-Alcalá)
dc.relation.jnabreviadoFRONT EDUC
dc.relation.journalFrontiers in Education
dc.identifier.placeSuiza
dc.date.published2021
dc.identifier.organizacionInstituto Nacional de Psiquiatría Ramón de la Fuente Muñiz
dc.identifier.eissn2504-284X
dc.identifier.doi10.3389/feduc.2021.716025
dc.subject.kwDigital literacy
dc.subject.kwElderly
dc.subject.kwDigital inclusion
dc.subject.kwOnline education
dc.subject.kwBlended learning
dc.subject.kwCovid-19


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