Abstract

Purpose: While most studies focus on learning styles in face-to-face education, research on online learning environments, especially by age in lifelong education, is limited. This study aims to propose a direction for online learning by analyzing digital literacy and e-Learning learning styles by age in lifelong education. Research design, data and methodology: The study surveyed 100 online learners from an open university in Seoul. Using an e-Learning learning styles test, frequency analysis was conducted by gender, age, and digital literacy. A learning plan was then proposed based on the results. Results: The study found no age-related differences in digital literacy. Both men and women shared similar ratios of Environment-dependent and self-directed learning styles, reflecting the characteristics of online learners using digital devices. Conclusions: In lifelong education, e-Learning design should accommodate diverse learning styles: web/app designs for Environment-independent and self-directed learners, short/long formats for Passive learners, real-time (LMS)/non-real-time (ZOOM) systems for Positive and cooperative learners, and AI/human tutors for Environment-dependent and self-directed learners.