Digital learning preferences of Arabic-speaking older immigrants in Canada: A qualitative case study

Figures & data

Figure 1. Phases of data collection and participant numbers.

Figure 2. Funnel filter strategy.

Figure 3. Feedback spiral strategy.

Table 1. DigComp key quotes and associated learning activities.

DigComp Area	Key Quotes	Learning Activities
1. INFORMATION AND DATA LITERACY
1.1 BROWSING, SEARCHING AND FILTERING DATA, INFORMATION AND DIGITAL CONTENT	Government, you can only connect with them online. But everywhere else too, you need to connect with them online, but it’s really hard for someone my age to do that. (P13) I do this in Arabic to find out information, or on religion or explanation of religious hadiths, anything I like, I search for on my phone but I only do that in Arabic. (P4)	Subscribe to newsletters Adjusting preferences for feeds and ads on Facebook
1.2 EVALUATING DATA, INFORMATION AND DIGITAL CONTENT	Look, I’m not really a social media like that … I’m not trusting it because there are many scams around there. (P4) Sometimes I go to Facebook … I find food recipes … Once I found a treatment to do with vinegar … I drank a mixture of vinegar and water first thing in the morning on an empty stomach but it gave me a stomachache. (P2-FG3)	How to block an email account/Mark spam/Junk Adjusting preferences for feeds and ads on Facebook [Educate about interpreting online content on social media] How to block spam How to highlight important emails
1.3 MANAGING DATA, INFORMATION AND DIGITAL CONTENT	I don’t know how to (retrieve and save information that I have accessed)…I don’t know where to save it. (P2, FG6) My way is that when I find information and it might be of interest to another person, I send it to them on WhatsApp and this way it is saved as I can see it on my end (P7, FG6)	Creating an email account How to highlight important messages How to block an email account/Mark spam/Junk [Discuss automatic preferences for spam filters] Creating Facebook account Change languages on Facebook app How to block/Make your Facebook account private Manage storage of pictures/Stop auto download on WhatsApp How to Screenshot Manage phone storage (Messages/Photos)
2. COMMUNICATION AND COLLABORATION
2.1 INTERACTING THROUGH DIGITAL TECHNOLOGIES	Most of the time we speak via video … I do not prefer writing … If I know the person, a voice message or a call. (P1, FG3) Honestly no, I don’t know how to respond to (emails) from the English language school. I receive many emails. If I receive an email in Arabic, I respond but in English, I cannot. (P2, FG1)	Creating an email account Reply/Send an email Creating Facebook account Adding/deleting/blocking friends on Facebook How to video call people on Facebook Create groups on Facebook How to join a Zoom meeting and how to create a Zoom meeting How to use Siri, Bixby, Hey Google
2.2 SHARING THROUGH DIGITAL TECHNOLOGIES	I would post pictures of my son (on Facebook) but I don’t know how to post. But I find someone to post it for me. I don’t know how … I go for a visit to our neighbors or friend and post it. (P3, FG4) Setting up friends who can see posts except for select contacts. This is something they are all learning for the first time. (Observation)	How to video call people on Facebook How to post your own pictures on Facebook Adjusting privacy settings on social media apps (e.g., post visibility on Facebook)
2.3 ENGAGING CITIZENSHIP THROUGH DIGITAL TECHNOLOGIES	Government, you can only connect with them online, but it’s really hard for someone my age to do that. I find difficulty in communicating and our girls help us learn what we should say to be able to talk to them, or else I wouldn’t have known how to do that myself. (P12)	Creating an email account and safe passwords Creating Facebook account Change languages on Facebook app Adding/deleting/blocking friends on Facebook How to post your own pictures on Facebook How to block/Make your Facebook account private Create groups on Facebook Group creation on WhatsApp/wallpaper customization/delete groups
2.4 COLLABORATING THROUGH DIGITAL TECHNOLOGIES	My grandson phoned me from Calgary, and he said, “Oh, you know, tell me what do you need?” I said, “I need some money.” “Oh,” he said, “Give me your email. I will e-Transfer for.” I don’t know which – I did it once and I couldn’t open it because I needed my password and, you know, the money didn’t come to my account or anything because I don’t have the password. (P10)	Group creation on WhatsApp/wallpaper customization/delete groups Create groups on Facebook
2.5 NETIQUETTE	Friend requests, learning how to confirm or delete requests. P1 stated that she understands how, but later the instructor had to show her the steps as it turns out she didn’t know how to delete requests. (Observation) The instructor helped P2 sort through friend requests from two years ago and either accept or delete the requests. (Observation)	Adding/deleting/blocking friends on Facebook Group creation on WhatsApp/wallpaper customization/delete groups
2.6 MANAGING DIGITAL IDENTITY	Not strongly identified as older adults were more likely to be passive users of ICTs where creating and managing their digital identity was not a focus for them.	Creating Facebook account How to video call people on Facebook
3. DIGITAL CONTENT CREATION Not strongly identified as older adults reported difficulties in posting digital content and were unaware of applications and software to create content.		How to post your own pictures on Facebook
4. SAFETY
4.1 PROTECTING DEVICES	I use WhatsApp, I go on Youtube and use because I know the email has an address, but I always forgetting the password, everyone do for me password and I mix with this this and this, and when I do it … I have more than one account but none of them I remember which password to it… (P8, FG2) I’m not capable to action and I write down my password. I write down my email, whatever, and the next day I forgot something or some letter. I’m not into it, and everybody say, “I would like you to start, and you won’t forget.” And they start me, and I learn, and I couldn’t get it because something missing. (P10)	Creating an email account and safe passwords How to save passwords virtually/on phone
4.2 PROTECTING PERSONAL DATA AND PRIVACY	I myself used to teach them how to deal with the scammers … If they call you, you got a call from an unknown number, an unknown person speaking English, “You understand English?” Just say, “No English,” hang up, that’s it. (P11) The instructor is helping P1, who is asking questions about maintaining friends even with hiding their posts. (Observation)	Creating Facebook account Adding/deleting/blocking friends on Facebook How to post your own pictures on Facebook How to block/Make your Facebook account private Adjusting privacy settings on social media apps (e.g., post visibility on Facebook) How to block people on WhatsApp How to save passwords virtually/on phone
4.3 PROTECTING HEALTH AND WELL-BEING	P5 shared that ever since she moved to Canada she has family and friends asking for money so she wants to block them.	Adding/deleting/blocking friends on Facebook
5. PROBLEM SOLVING
5.1 SOLVING TECHNICAL PROBLEMS	Participant 2 learned how to unsubscribe from emails. (Observation) The instructor and P4 were chatting, and he expressed that he doesn’t fully know the importance of email … He is learning that if he wants, he can open emails on a computer and not just his phone, he appears bewildered that it’s possible to do that. However, his son has the password to the email, so he is learning that he needs the password in order to access emails online. (Observation)	Creating an email account and safe passwords How to block an email account/Mark spam/Junk Change languages on Facebook app and on phone Save data from apps Switch between languages on a device
5.2 IDENTIFYING NEEDS AND TECHNOLOGICAL RESPONSES	Open Facebook application. P4 showed a notification of storage being full and expressed frustration toward how it gets in the way of her using applications on her phone.(Observation) P5 mentioned that she wants to create her own zoom link/meetings. (Observation)	Change languages on Facebook app and on phone Adjusting privacy settings on social media apps (e.g., post visibility on Facebook) Manage storage of pictures/Stop auto download on WhatsApp Manage phone storage (Messages/Photos) Switch between languages on a device Use Google Maps - How to turn on and off voice automation, how to access directions, how to change the method of transport on the app, and an overview of the symbols used in the app
5.3 CREATIVELY USING DIGITAL TECHNOLOGIES	Not strongly identified as older adults used these technologies for basic communication and information access.	Subscribe to newsletters
5.4 IDENTIFYING DIGITAL COMPTENECE GAPS	She doesn’t bank online. She’d like to learn, though. She said that’s one of the things she’d like to learn, is how to do it. Anything that’s done on the phone, I’m in great need to learn it. (P9) To feel I can do it, I don’t need anyone’s help. When you are in a difficult situation, there is no one to ask and it is challenging even when using the phone. Once the voice on my phone was gone and I didn’t know why. (FG1, P5)	How to Screenshot Utilize focus group discussions prior to starting the lesson

Table 2. Socio-demographic characteristics of all participants (n = 31).

Characteristics	Overall (n=31)	Phase 1	Phase 2
		(n=10)	Organization 1 (n=9)	Organization 2 (n=12)
	n (%)	n (%)	n (%)	n (%)
Age, mean (SD^a)	64.1 (7.7)	61.2 (3.1)	64.2 (6.0)	66.3 (9.5)
Gender (%)
Female	20 (64.5)	5 (50)	5 (33.3)	10 (66.7)
Male	11 (35.5)	5 (50)	4 (66.7)	2 (33.3)
Country of birth (%)
Lebanon	5 (16.1)	0	1 (11.1)	4 (33.3)
Syria	16 (51.6)	5 (50)	6 (66.7)	5 (41.7)
Palestine	3 (9.7)	1 (10)	0	2 (16.7)
Sudan	3 (9.7)	3 (30)	0	0
Egypt	2 (6.5)	0	1 (11.1)	1 (8.3)
Afghanistan	1 (3.2)	0	1 (11.1)	0
Iraq	1 (3.2)	1 (10)	0	0
Ethnicity (%)
Afghan	1 (3.2)	0	1 (11.1)	0
Arab	28 (90.3)	10 (100)	6 (66.7)	12 (100.0)
Kurdish	2 (6.5)	0	2 (22.2)	0
Immigration status (%)
Canadian Citizen	17 (54.8)	4 (40)	7 (77.8)	6 (50.0)
Permanent Resident	13 (42.0)	6 (60)	2 (22.2)	5 (41.7)
Temporary Resident	1 (3.2)	0	0	1 (8.3)
Dwelling (%)
Spouse	10 (32.2)	1 (10)	6 (66.7)	3 (25.0)
Children	2 (6.5)	1 (10)	1 (11.1)	0
Spouse & Children	10 (32.2)	5 (50)	0	5 (41.7)
Alone	6 (19.4)	1 (10)	1 (11.1)	4 (33.3)
Other	3 (9.7)	2 (20)	1 (11.1)	0
Family income (%)
Less than $20,000	21 (67.7)	7 (70)	7 (77.8)	7 (58.3)
$20,000 to $40,000	7 (22.6)	1 (10)	2 (22.2)	4 (33.3)
$40,000 to $60,000	2 (6.5)	1 (10)	0	1 (8.3)
Unknown	1 (3.2)	1 (10)
Family income primary source (%)
AISH^a	2 (6.5)	1 (10)	1 (11.1)	0
Government Support	22 (70.9)	6 (60)	7 (77.8)	9 (75.0)
Government Support and AISH^2	1 (3.2)	0	1 (11.1)	0
Other	6 (19.4)	3 (30)	0	3 (25.0)
Time lived in Canada (%)
Less than 5 years	12 (38.7)	5 (50)	2 (22.2)	5 (41.7)
5–10 years	8 (25.8)	3 (30)	4 (44.4)	1 (8.3)
More than 10 years	11 (35.5)	2 (20)	3 (33.3)	6 (50.0)
Time lived in Current City (%)
Less than 5 years	13 (42.0)	5 (50)	2 (22.2)	6 (50.0)
5–10 years	8 (25.8)	4 (40)	4 (44.4)	0
More than 10 years	10 (32.2)	1 (10)	3 (33.3)	6 (50.0)
Language spoken at home (%)
Arabic	26 (83.9)	10 (100)	6 (66.7)	10 (83.3)
English	1 (3.2)	0	0	1 (8.3)
Kurdish	1 (3.2)	0	1 (11.1)	0
Bi-lingual (i.e., Arabic and English/Arabic and Kurdish/Farsi and English	3 (9.7)	0	2 (22.2)	1 (8.3)
Literacy level of the above language
Below basic	2 (6.5)	0	1 (11.1)	1 (8.3)
Intermediate	2 (6.5)	0	0	2 (16.7)
Proficient	27 (87.0)	10 (100)	8 (88.9)	9 (75.0)
English/French fluency
Excellent	3 (9.7)	2 (20)	1 (11.1)	0
Good	13 (42.0)	3 (30)	4 (44.4)	6 (50.0)
Minimal	14 (45.1)	5 (50)	4 (44.4)	5 (41.7)
None	1 (3.2)	0	0	1 (8.3)
Highest education level
Primary	9 (29.1)	1 (10)	2 (22.2)	6 (50.0)
Secondary	10 (32.2)	2 (20)	4 (44.4)	4 (33.3)
Post-Secondary	11 (35.5)	7 (70)	2 (22.2)	2 (16.7)
Other	1 (3.2)	0	1 (11.1)	0

^aSD, Standard deviation.

^bAISH, Assured Income for the Severely Handicapped.

Table 3. Results on senior technology acceptance using STAM of phase 2 participants (n = 21).

	Overall (n=21)	Organization 1 (n=9)	Organization 2 (n=12)
Senior Technology Acceptance	Median (IQR^a)	Median (IQR^a)	Median (IQR^a)	P-value
Attitudinal Beliefs
Using technology would enhance your effectiveness in daily activities.	9 (6–9)	8 (6–9)	9 (6.5–10)	.05
You would find technology is useful in your daily activities.	9 (6–9)	9 (6–9)	9 (6.5–10)	.05
You like the idea of using technology.	8 (7–9)	8 (7–9)	7 (6–10)	.60
Control Beliefs
You could be skillful at using technology.	7 (7–8)	7 (7–8)	7 (6.5–7.5)	.35
You could complete a task using technology if there is someone to demonstrate how.	8 (7–10)	8 (7–8)	9.5 (7.5–10)	.04
Your financial status does not limit your activities in using technology.	4 (3–7)	4 (3–6)	5 (2–7)	.26
When you want or need to use technology, it is accessible to you.	5 (5–7)	5 (5–5)	6 (5–7)	.10
Gerontechnology Anxiety
You feel apprehensive about using technology.	6 (4–7)	5 (4–6)	6.5 (4–7)	.01
You hesitate to use the technology for fear of making mistakes you cannot correct.	7 (4–9)	5 (4–7)	9 (7.5–10)	.004
Health Conditions
How are your general health conditions?	7 (6–8)	7 (6–8)	7 (5–8)	.96
How well are you able to concentrate?	8 (6–9)	8 (6–9)	7.5 (6.5–8.5)	.68
How satisfied are you with your personal relationships?	9 (7–10)	9 (8–10)	10 (7–10)	.26
How satisfied are you with the support received from friends and family?	9 (8–10)	9 (8–10)	9.5 (8–10)	.45
How satisfied are you with your quality of life?	7 (6–8)	7 (6–10)	7.5 (6.5–8)	.80

^aIQR, Interquartile range.

Table 4. Results on mobile device proficiency using MDPQ-16 of phase 2 participants (n = 21).

	Overall (n=21)	Organization 1 (n=9)	Organization 2 (n=12)	P-value
Mobile Device Proficiency	Median (IQR^a)	Median (IQR^a)	Median (IQR^a)
1. Mobile Device Basics
Using a mobile device, I can:
a. Navigate onscreen menus using the touch screen	4 (3–5)	4 (3–4)	5 (3.5–5)	.07
b. Use the onscreen keyboard to type	3 (3–4)	3 (3–4)	4 (3–4.5)	.17
2. Communication
Using a mobile device, I can:
a. Send emails	3 (1–3)	3 (1–4)	2.5 (1.5–3)	.97
b. Send pictures by email	1 (1–3)	2 (1–3)	1 (1–1.5)	.14
3. Data and File Storage
Using a mobile device, I can:
a. Transfer information (files such as music, pictures, documents) on my mobile device to my computer	1 (1–2)	2 (1–2)	1 (1–1.5)	.11
b. Transfer information (files such as music, pictures, documents) on my computer to my mobile device	1 (1–2)	2 (1–2)	1 (1–1.5)	.11
4. Internet
Using a mobile device, I can:
a. Find information about my hobbies and interests on the Internet	4 (3–4)	3 (3–4)	4 (3.5–5)	.15
b. Find health information on the Internet	3 (2–5)	3 (2–4)	3.5 (3–5)	.29
5. Calendar
Using a mobile device, I can:
a. Enter events and appointments into a calendar	1 (1–2)	1 (1–2)	1 (1–2)	.81
b. Check the date and time of upcoming and prior appointments	1 (1–2)	1 (1–2)	1 (1–2)	.90
6. Entertainment
Using a mobile device, I can:
a. Use the device’s online “store” to find games and other forms of entertainment (e.g., using Apple App Store or Google Play Store)	3 (2–4)	3 (2–4)	2.5 (2–4)	.80
b. Listen to music	3 (2–4)	4 (3–4)	3 (2–4)	.41
7. Privacy
Using a mobile device, I can:
a. Set up a password to lock/unlock the device	2 (1–3)	1 (1–2)	2 (2–3)	.09
b. Erase all Internet browsing history and temporary files	1 (1–1)	1 (1–1)	1 (1–1)	.63
8. Troubleshooting and Software Management
Using a mobile device, I can:
a. Update games and other applications	2 (2–3)	2 (2–3)	2.5 (2–4)	.41
b. Delete games and other applications	2 (1.5–4)	2 (2–3)	2 (1–4)	.96

^aIQR, Interquartile range.

Table 5. Applications and associated objectives for each learning session.

Application	Session Objectives
Gmail	Setting up a Gmail account, sending and receiving email, subscription to newsletters, how to block spam, and how to highlight important emails
Facebook	Creating an account, setting up preferences for feeds and ads, creating and joining Facebook groups, adding/deleting/blocking friends, and how to post
WhatsApp	Creating groups, sharing information, blocking/adding friends, how to control auto-saving of pictures, and changing wallpaper settings
Zoom	How to join a Zoom meeting and how to create a Zoom meeting
Google Maps	How to turn on and off voice automation, how to access directions, how to change the method of transport on the app, and an overview of the symbols used in the app
Basic Settings	How to save passwords virtually, save data from apps, screenshots, managing storage issues, switch between languages on a device

Figure 4. Visual sketch of classroom layout.