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N. Reynolds and M. Turcsányi-Szabó (Eds.): KCKS 2010, IFIP AICT 324, pp. 292–300, 2010. © IFIP International Federation for Information Processing 2010 Making Computer Learning Easier for Older Adults: A Community Study of Tuition Practices Michael Nycyk and Margaret Redsell Skylarkers 60 and Better Program, 20 Skylark Street, Brisbane, Queensland, Australia info@skylarkers.net Abstract. Older adults are under increasing pressure to use information tech-nologies, yet are reluctant to learn computer software due to difficulties with ways of teaching such skills. This paper argues that examining tutoring tech-niques in a community computer training centre is useful to discovering why they will persist with learning. Using a Grounded Theory study design, the the-ory that emerged that accounted for continuance was the tutoring practices and the relationships that were built between tutor and learner. Examples from the data are presented to support the findings that link certain ways of practicing computer tutoring with repeat lesson attendance. This paper contributes to un-derstanding the types of tutoring practices that can encourage older learners to continue the learning journey in later life. In turn, this assists with overcoming the digital divide older learners not skilled in computer use experience and al-lows them to participate in an increasing technologically driven society. Keywords: computer training, older adults, digital divide. 1 Introduction to Study As computer professionals our goal is to have our technologies used by society for the betterment of humankind. Education and training in computer technologies is a vital part of using them successfully. In order to be inclusive all age groups need to be considered as users and often older adults, for this paper defined as those over sixty years of age, are often excluded from computer training. In contemporary society the pressure for older adults to use the internet and computer software to find information and accomplish tasks is increasingly technologically dependent. How to encourage older adults to undertake and persist with computer education through community computer tuition practices is the subject of this paper. An answer to satisfying the computer training needs of this group lies in studying the types of community based tuition practices computer professionals teach older adults. This paper’s purpose is to demonstrate through a case study of a community cen-tre’s computer tuition programme how skilling older adults in computer software use is achieved economically and efficiently. This Grounded Theory study also describes the personal and societal benefits older people obtain from persistently learning computer software with empathic patient tutors. The discussion will be centred on why and what type of computer software tuition works for older adults. The community centre and its tuition practices will be described and the research study, its outcomes and