Abstract Book 27° international Conference on Educational Sciences, April 18-22, 2018 Condition Of Lifelong Learning Through Mobile Devices In Elderly Adults Sahin Gékgearslan’, Mustafa Serkan Gonbatar? ‘Gazi Universitesi Van Yuzuncd Yil Universitesi Abstract No: 809 - Abstract Presentation Type: Oral Presentation Over the past decade tools such as smartphones, tablets, laptops etc. have turned into devices that we can easily carry with us. They provide different opportunities for individuals as they are devices that have the features of a computer. The small size of the mobile devices, lightness and continuously increasing operating and mobile internet speed attract individuals. As a result, the use of these devices has been gradually increasing. In addition to the fact that this increase affects every age group, possession of smartphone and tablet computers have been increasing among elderly adults. In the comparison of the years 2013 and 2016, elderly adults” (65 years old and over) possession of smartphone has been increased from %18 to % 42. In the year of 2016, the possession of smartphones has been reported as 9659 for the age range 65-69, 9649 for the age range 70-74, %31 for the age range 75-79 and %17 for 80 years old and over. According to the results of the same research, the percentage has been stated as %32 for the possession of tablet computers of individuals who are 65 and over. %76 of the elderly adults who possess a smartphone use internet for once or more times on these devices (Anderson, & Perrin, 2017). Elderly adults search on internet related to health issues (Choi, 2011) and the use of social networks is at the level of one third (Perrin, 2015). According to a research study conducted in England, we see that elderly adults use the devices for diverse purposes namely; sending e-mails, communicating with distant friends, sharing photos and videos, getting information on products and services, planning trips, congratulating, online shopping (Vroman, Arthanat, & Lysack, 2015) It has been observed that there is an increase in the elderly population both in Turkey and in the world, This situation can be explained by the medical and other developments. It has been stated that the elderly population in the total population has been increased in Turkey (2012-1026 data) and that 1 million individuals have been added to the elderly population. In addition to this, expected life expectancy has been extended (TUiK, 2017). When the 2017 data has been examined, it has been seen that the population continues to age (TUIK, 2018). %13 percent of the world population has consisted of elderly individuals who are 60 and over and it has been envisaged that this ratio will gradually increase. It has been envisaged that the number of individuals who are 80 and over will be increased 3 times in 2050 and 7 times in 2100 (UN, 2017).The individuals who are out of the scope of formal learning period also continue to learn throughout their increased lifetimes. The smartphone usage attitudes of most of the elderly adults are low and they use these devices to fulfil the daily tasks (such as talking, and texting) (Navabi, Ghaffari & Jannat-Alipoor, 2016). However, the elderly adults who have the technical and emotional support and the social environment to use the mobile devices can also use them for different purposes (Barnard, Bradley, Hodgson & Lloyd, 2013). In the context of lifelong learning, they are in need of ‘updating themselves in order to keep up with the society” (Tam, 2016). Therefore, ignoring the learning-related needs of the elderly population will give rise to negative consequences in the intense information age. The learning activities of the adults have been attached a great importance in terms of bringing prosperity to the society. Lifelong learning and formal and non-formal learning activities have an importance in terms of elderly individuals to have an active and socially integrated lifestyle (Merriam, & Kee, Y, 2014). Mobile learning has emerged as an important opportunity for lifelong learning (Nordin, Embi, & Yunus, 2010). Technology plays an important role in terms of meeting the needs of elderly adults regarding education and it has been suggested to design learning environments peculiar to these 6927. Uluslararast Egitim Bilimleri Kongresi, 18-22 Nisan 2018 Oreter Kab individuals and conduct studies on this aspect. Mobile phones and portable computers are devices that can meet the learning-related needs of the elders (Huber & Watson, 2014) As it has been mentioned above, demonstrating the experiences of elderly adults through the mobile devices that are used more has an important role in the process of development. In this context, the aim of this study is to demonstrate the use of mobile devices and mobile learning experiences of elderly adults. Method In the scope of the research, the condition of elderly adults to use mobile devices and their mobile learning experiences will be examined. Particularly, the answer will be sought to the question of “how”. The obtained data will be analyzed through descriptive analysis as a qualitative data analyses method (Yildirim & Simgek, 2000). In order to provide validity in the study, the literature related to the subject has been examined and the interviews will be conducted accordingly. In terms of presenting the findings, participants’ expressions will be used directly. In addition, the process of the research will presents openly as much as possible for reliability and the data will be reflected without adding interpretations. Study Group Individuals who are over a certain age are regarded as elderly individuals, However, this age is not certainly defined. It differs according to the time and the society (igl, 2008). However, the age 65 and over have been accepted as elderly population (Senol & Erdem, 2017). In this study, the individuals who are 65 years old or over will be interviewed Data Collection Tool In the scope of the research, the data will be obtained through the questions asked in the contexts of semi-structured interview form that aims to the conditions of elderly individuals on using mobile devices and their experiences on mobile learning. Analysis of the Data The obtained data will be presented by analyzing through qualitative analyses methods. Descriptive analysis will be performed on the data Yasli Bireylerde Mobil Cihazlar ile Hayat Boyu Ogrenme Durumunun Incelenmesi Sahin Gékgearslan', Mustafa Serkan Ginbatar? ‘Gazi Universitesi Van Yuzincd Yil Universitesi Bildiri No: 809 - Bildiri Sunum Sekli: Sézld Sunum_ Son 10 yilda akill telefon, tablet, dizdstii bilgisayarlar vb. Araclar kolaylikla yanimizda tasiyabildigimiz cihazlar haline gelmistir. Bilgisayar Ozelligi tasiyan bu cihazlar, bireyler igin hayati kolaylastiracak gesitli firsatlar sunmaktadir. Mobil araclanin boyutlarinin kuigik ve hafif olmalani, calisma ve mobil internet hiziarinin stirekli artmast bireyleri cezbetmektedir. Bunun sonucu kullanimlari her gegen gin artmaktadir. Bu kullanim artis her yastan grubu etkilemekle birlikte akill telefon ve tablet bilgisayar 70Abstract Book 27° international Conference on Educational Sciences, April 18-22, 2018 sahipligi yash bireyler arasinda giderek artmaktadir. 2013 yili ve 2016 yillarinin karsilastirimasinda Amerika’da yagayan yasli bireylerin (65 yas ve Uzeri) akilli telefon sahipligi 2013 yilindan itibaren %18 den, % 42'ye yiikselmistir. 2016 yilinda akill telefon sahipligi 65-69 yas araliginda %59, 70-74 yas araliginda % 49, 75-79 yas araliginda % 31, 80 yas ve Uzerinde % 17 olarak rapor edilmistir. Yine ayni arastirma sonuclarina gére tablet bilgisayar sahipli 65 yas ve Uzerinde % 32 olarak belirtilmistir. Akill telefon sahibi yasli bireylerin % 76's1 giinde bir veya daha fazla kez internet mobil araclan ile kullanmaktadir (Anderson & Perrin, 2017). Yasiilar internette saglik ile ilgili aramlar yapmakta (Choi, 2011), sosyal ag kullanim: 3 te 1 duzeylerindedir (Perrin, 2015). ingiltere‘de yapilan bir arastirmaya gore yaslilar sirasiyla e-posta, uzaktaki arkadaslarla iletisim, fotograf ve video paylagma, Uriinler ve servisler hakkinda bilgi ediame, seyahat planiama, tebrik, cevrimici aligveris gibi cesitli yelpazede kullandigi karsimiza cikmaktadir (Vroman, Arthanat & Lysack, 2015). Turkiye ve diinyada yasli_niifusta artis gézlemlenmektedir. Bu durum tibbi ve diger cesitli gelismelerle aciklanabilir. Tuirkiye’de son 5 yilda (2012-2016 verileri) toplam niffusta yash orant artmis, yas niifusta 1 milyon kisi arttigi belirtilmistir. Bununla birlikte beklenen dma uzamistir (TUIK, 2017). 2017 yilt aralik ayi verilerine bakildiginda da niifusun yaslanmasi durumu devam etmistir (TUIK, 2018). Dunya niifusunun % 13’ 60 yas ve tizeri yashlardan olugmakta ve bu oranin giderek artacagi dn gériilmektedir. 80 yas ve dizer’ kisilerin 2050 de 3 kat, 2100 de 7 kat artacagi dn gérulmektedir (UN, 2017). Formal dgretim siiresi disinda kalan stireclerde bireyler artan émiirleri boyunca 6grenmeye devam etmektedir. Yasiilarin sogunlugunun akilli telefon kullanim tutumlan digdktir ve bu cihazlan giinlik gérevieri (konusma, mesajlagma gibi) yerine getirmek igin kullanmaktadirlar (Navabi, Ghaffari & Jannat-Alipoor, 2016). Fakat mobil cihazlari kullanmak igin teknik ve duygusal destege sahip yaslt erigkinler bu araclari farkli amaclarla kullanabilmektedirler (Barnard, Bradley, Hodgson & Lloyd, 2013). Yasam boyu égrenme noktasinda ise, “bilgi edinme” ve “toplumla ayak uydurabilmek igin kendini glincelleme” ihtiyacindadirlar (Tam, 2016). Dolayisiyla yashi nUfusun dgrenme ihtiyaclarinn gérmezden gelinmesi teknoloji yogun bilisim cag yasaminda olumsuz sonuglara neden olacaktir. Toplumsal refahin saglanmasinda yetiskinlerin dgrenme faaliyetleri énemli gorilmektedir. Formal ve formal olmayan dgrenme faaliyetleri ile yagam boyu 6grenme yaslilarin etkin ve toplumia ig ige bir yasam bigimi kurmasinda énem arz etmektedir (Merriam, & Kee, 2014). Mobil dfrenme yasam boyu éBrenme icin Snemli bir olanak olarak karsimiza gikmaktadir (Nordin, Embi & Yunus, 2010). Yaslt bireylerde egitim gereksinimlerinin karsilanmasinda teknoloji énemli rol edinmekte ve bu bireylere dzgil 6frenme ortamlarinin tasarlanmasi ve bu konuda caligmalar yuirdtulmesi énerilmektedir. Akill telefon ve tasinabilir bilgisayarlar yashlarin 6grenme gereksinimlerini karsilayabilir araclardir (Huber & Watson, 2014) Yukarida ifade edildigi zere kullanimi artan mobil araclarla yashlarin deneyimlerini ortaya koymak toplumsal kalkinma siirecinde énemli gdrilmektedir. Bu baglamda bu caligmanin amaci yashiiarin mobil araclari kullanim ve mobil drenme deneyimlerini ortaya koymaktir. Yéntem Arastirma kapsaminda yasillarin mobil araclari kullanim durumlari ve mobil 8grenme deneyimleri derinlemesine incelenmeye calisilacaktir. Ozellikle “nasil?” sorusuna cevap aranacaktir. Elde edilen veriler nitel veri analiz yéntemleri iginde bulunan betimsel analiz yontemi ile analiz edilecektir (Yildirim & Simsek, 2000). Bu calismada gecerliigi saglayabilmek igin konu ile ilgili alanyazin incelenmistir ve yapilan gorlismeler bunun paralelinde sirdirilecektir. Bulgulan' sunulurken dogrudan katilimc! ifadelerine yer verilecektir. Guvenirlik igin arastirma sUreci mumkiin oldugunce acik sekilde sunulacak ve veriler yorum katilmadan yansttlacaktir. 7127. Uluslararast Egitim Bilimleri Kongresi, 18-22 Nisan 2018 Oreter Kab Galigma Grubu Belirli bir yasin istiindeki bireyler yagi olarak nitelendirilmektedir. Ancak bu yasin ne oldugu kesin olarak belli degildir. Zamana ve topluma gore degisiklik gdstermektedir (icli, 2008). Fakat, 65 yas ve Uzeri yaslt nufus olarak kabul edilmektedir (Senol & Erdem, 2017). Bu calismada 65 yag ve Uzeri grupta yer alan kisilerle gorlisme yapilacaktr Veri Toplama Arac Galigma kapsamindaki veriler yaslilarin mobil araglari kullanim durumlari ve mobil ogrenme deneyimleri hakkindaki durumlari belirlemeyi amaglayan yart yapilandiriimis gériigme formu kapsaminda sorulan sorular araciligi ile elde edilecektir, Verilerin Analizi Elde edilen veriler nitel veri analizi yéntemleri ile analiz edilip sunulacaktir. Veriler uzerinde betimsel analiz yapilacaktir 72