Using Two-Step Cluster Analysis and Latent Class Analysis to Construct a Typology of Internet Users Among Community-Dwelling Older People.

This study utilizes data, spanning 2016-2021, from the Belgian Ageing Studies and presents a typology of older internet users based on nine internet activities. Two-step Cluster Analysis and Latent Class Analysis revealed three groups: (1) "Basic users" primarily engage in information search and mailing, (2) "Allrounders" participate in nearly all internet activities and (3) "Selective users" are intermediary, predominantly using the internet for information search, mailing, e-banking and communication with (grand)children. These clusters varied in sociodemographic characteristics, with "Allrounders" being younger, more educated, wealthier and predominantly male, compared to "Selective users" and "Basic users," respectively.

The effect of sociodemographic (mis)match between interviewers and respondents on unit and item nonresponse in Belgium.

Interviewer characteristics affect nonresponse and measurement errors in face-to-face surveys. Some studies have shown that mismatched sociodemographic characteristics - for example gender - affect people's behavior when interacting with an interviewer at the door and during the survey interview, resulting in more nonresponse. We investigate the effect of sociodemographic (mis)matching on nonresponse in two successive rounds of the European Social Survey in Belgium. As such, we replicate the analyses of the effect of (mis)matching gender and age on unit nonresponse on the one hand, and of gender, age and education level (mis)matching on item nonresponse on the other hand. Recurring effects of sociodemographic (mis)match are found for both unit and item nonresponse.

Digital skills training for older people: The importance of the 'lifeworld'.

When everyday life becomes ever more permeated by digital technologies, many older people join ICT trainings to improve their digital skills. Given that digital skills include more than the command of technology (for instance, changing social practices) teaching ICT to people who grew up long before internet and social media can be challenging. The purpose of this article is to propose a theoretical account of a key element for how teaching digital skills to older people can be made successful. Drawing on qualitative interview data with 26 ICT instructors as well as concepts from sociological theory (lifeworld, role-taking) and cognitive science (dual process model), we argue that ICT training needs to take into account the lifeworlds of older participants. In order to be successful, ICT trainings have to appeal to the current lifeworlds of older people while at the same time overcome mismatching lifeworlds. By connecting content and pedagogics to the older adults' needs, values, and desires, instructors can successfully help integrate new skills into the lifeworld of the older participants.