Our purpose here is to provide an overview of the cognitive and
socioemotional changes associated with aging and to propose ways that
these changes can be accommodated in a technology-based training
environment. We recommend that technology-based training for older
adults should: (1) be highly structured, (2) provide feedback and
adaptive guidance, (3) include metacognitive prompts, (4) incorporate
principles derived from cognitive load theory and cognitive theory of
multimedia learning, and (5) include a user interface that is simple and
consistent throughout the course. With a focus on organizations as well
as business schools, we then discuss contextual variables expected to
enhance older learners' training motivation or improve their transfer of
training. Finally, we will recommend areas worthy of exploration that
might reveal age-specific differences in technology-based instruction
(TBI) design.