The Impact of a Virtual Environment for Intergenerational Learning

Abstract

Few intergenerational programs have focused on virtual learning. This paper explores the impact that a virtual intergenerational learning program had on primary school students and older adults at a residential aged care home. This study reports on the findings from a single case study design involving interactions across two sites, consisting of primary school students (n = 41), teachers (n = 2), a principal (n = 1), plus elders (n = 9) and staff (n = 4) from an aged care home. Questionnaires were completed by all participants, except for the school principal. Observations of the program interactions were captured via video ethnography. Data were also evaluated from semi-structured interviews of students (n = 16), parents (n = 2), teachers (n = 2), a principal (n = 1), elders (n = 9) and staff (n = 5) from the aged care home. The findings reveal that intergenerational programs must pay close consideration to the planned activities, participant characteristics, learning environment, equipment, and facilitator interactions and skills, particularly in a virtual space. In addition, this study finds continued evidence for the success of virtual intergenerational practice programs to reduce social isolation and exclusion, especially when we practice social distancing.