Page 43 - IJPS-10-2

International Journal of
Population Studies Design and usability evaluations of a course

Findings suggest that the web-based course format has particular may be the targeted behavior that will attract future
the potential for delivering web-based behavioral change users. However, findings also indicate that the course can
interventions using a learning management system. make participants aware of problems; they previously were
Behavioral change interventions delivered on the internet unaware of and support them in making improvements –
often require extra security features (e.g., a two-factor either in their home environment or changing their routines.
authentication) because sensitive data is collected (for One suggestion from a couple of the participants in
example, Gasslander et al., 2022). The evaluated web-based round 2 remains to be considered: should such a course
course described in this paper, however, did not collect be extended to incorporate an additional module targeting
any sensitive data online which made it possible to use a foods and diet? (O’Hearn, 2021). The course currently
learning management system. There are several benefits of includes advice as to the most appropriate timing for meal
using such a system. Integrated accessibility features are intake but provides no dietary recommendations. There
helpful for content creators when material is uploaded to are always considerations to be made to both efforts (e.g.,
the system. The system can produce alternative formats the hours needed to complete a module and total time)
such as audio for listening. The system includes pedagogical and benefits (e.g., learning outcomes, usefulness, or the
features allowing the content provider to incorporate enjoyment of participating in a course). Depending on
quizzes and other interactive elements, an intuitive future feedback, an extension of the course content may
user-experience design, and direct online feedback on be considered in the next iteration following a usability
assignments from the instructor. The system is regularly evaluation in real-world homes with additional participants.
improved by the software manufacturer and the license
holder (which in this case is the university). 4.2. Strengths and limitations

Based on participant feedback, a largely self-directed One strength of the study was the setting – a test apartment –
web-based course would benefit from a couple of physical in which direct video observation was conducted to identify
meetings to enable further shared experiences and any problems when participants read the course material.
socializing with course participants. This type of hybrid The reason for such a setting was to provide a setting similar
format can, thereby, facilitate connection with others while to the environment in which future course participants will
creating learning opportunities. A change to a hybrid be taking the course. However, the time-limited rounds in
format adds potential for discussion and collaboration the laboratory restricted a complete usability evaluation.
(working with others and the opportunity for peer Most of the participants completed the online assignments
feedback) to the types of learning that characterizes (three in total) and evaluations after each module, but they
the web-based course in its current form: acquisition were not able to do the home assignments (e.g., record
(receiving information through reading, watching, and an activity diary and a sleep diary, reflect on possibilities
listening to course materials provided on the digital for improvement of light/dark conditions in the home).
platform), practice (improving skills by trying out what Furthermore, some features, such as the email function,
the course participants have learned), and production were not used by the participants. A full usability evaluation
(applying the knowledge to create a tangible outcome, e.g., requires the course to be tested in real-world homes during
a home lighting design) (Laurillard, 2002). The findings the entire course period, which will be the next evaluation
confirm what has been shown in previous research on step followed by testing for intervention outcomes.
older adults’ motivation to engage in late-life learning in Another limitation is the sample, which only included
Sweden, namely staying active and socializing (Bjursell, women (no men or individuals with other gender
2019). A hybrid format including online learning and two expressions volunteered), and similar educational levels.
in-person sessions might still provide the advantages of a One Swedish study indicated that there is an association
web-based course. Course participants can set their own between being highly educated and participating in
pace while navigating through course materials on the education in later life (Bjursell et al., 2017). We did not
digital platform and access structured course content and ask the participants about their level of formal education.
recorded material (Walker et al., 2021). Physical meetings Still, based on their description of their working life
might also increase motivation and adherence to home before retirement, they probably all had attended upper
assignments (Alfonsson et al., 2017). secondary school or had vocational education. A sample
The behaviors targeted by the course (light-related of only women may not be a disadvantage. According
behavior, physical activity outdoors, and sleep) seem to to limited research, men prefer to engage in informal
meet the needs of the target users. Findings suggest that the education. In contrast, older women prefer formal or
motivation of potential target users can vary, but sleep in non-formal education (Bjursell et al., 2017). The number

Volume 10 Issue 2 (2024) 37 https://doi.org/10.36922/ijps.378