Computer and Internet Training

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Teaching older adults to use computers and the Internet effectively reduces their loneliness by helping them stay connected with family and friends, access news, and gain other useful information. The benefits were greater for those who spent more time online, had better Internet knowledge, were younger, were women, and faced fewer physical barriers.

The studies included older adults from various settings in the USA, Occupied Palestinian Territory, and the Netherlands. Participants ranged from 64 to 83 years old.

The cost of computer and internet training is likely high. 

Implementing effective computer and internet training for older adults involves managing several cost considerations. Key expenses include purchasing computers and ensuring internet access for participants, alongside ongoing maintenance and technical support. However, there will likely be staffing costs that encompass salaries for trainers, administrative staff, and IT support personnel, along with expenses for training and ongoing professional development. The program delivery and administration costs may require budgeting for training materials, venue rentals, utilities, transportation for trainers and participants, program management, reporting, office space, and general operational needs.

Our confidence in social isolation and loneliness reduction estimate is low.

The available studies are few and have only directly measured the impact of computer and internet training on loneliness. The other measure was depression, which is a known risk factor for social isolation and loneliness, however, this intervention was ineffective in decreasing depression.

This level of evidence suggests that the findings should be interpreted cautiously, and further high-quality research may be needed to confirm these results.

To implement this intervention effectively, the following strategies can be considered:

Tailored Instructional Methods – decide which training setting is more appropriate

• One-on-One Training: Offers tailored sessions to individual learning paces and needs; fosters a supportive environment that encourages questions and reduces anxiety around technology; and enables scheduling sessions at convenient times for participants.
• Small Group Sessions: Encourages peer learning and social interaction; provides a clear agenda and step-by-step instructions (structured curriculum); and uses hands-on activities and group exercises to reinforce learning.
• Home-Based Lessons: Convioently brings training to participants’ homes, reducing barriers to participation; enables skills teaching in the context of participants’ daily lives and interests; allows learning in a familiar, low-pressure setting.

Duration and Frequency – decide the most appropriate length and repetition of training 

• Short-Term Intensive Courses: Offer concentrated learning over a short period (e.g., two weeks) to quickly build foundational skills; enable participants to start using the skills immediately.
• Long-Term Extended Programs: Spread learning over several months (e.g., up to 15 months) to allow for gradual progression and deeper understanding; schedule regular sessions (weekly or bi-weekly) to maintain momentum and reinforce learning.

Ongoing Support – provide as necessary

• Post-Training Assistance: Provide ongoing access to trainers for questions and troubleshooting and schedule regular check-ins and follow-up sessions to reinforce skills and address new challenges.
• Equipment Provision: Supply personal computers and internet access to remove financial and logistical barriers to ensure participants can practice skills outside formal training sessions.
• Practical Tasks: Assign internet-related tasks (e.g., email, social media, online shopping) to apply what they’ve learned in real-world scenarios.

Evaluation and Feedback – implement a system for continuous improvement. Collect feedback on the training experience, perceived benefits, and areas for improvement from the participants. Use the feedback received to refine and improve the training program continuously.

The review did not discuss equity concerning the implementation of this intervention, however, the digital literacy required may necessitate more training and simplified interfaces for older populations. In addition, low-resource areas and low-income individuals may have limited access to technology and the Internet, requiring additional support to ensure they can participate fully. Programs must also be available in multiple languages to be effective for diverse populations. This includes providing training and support in participants' native languages and considering cultural preferences in social engagement activities.

The meta-analysis participants were not screened for social isolation therefore it is uncertain if the results would be the same for socially isolated individuals. Tailoring of the intervention was not discussed across PROGRESS+ factors.

The data in the review was not analyzed across PROGRESS+ factors. However, the benefits of the intervention were greater for those who were younger, were women, and faced fewer physical barriers.