Table 3 Thematic map

1. Challenges for users and programs

1.1 Diminished health and wellbeing

“[We’ve seen] substantial declines in physical health and mobility, also cognitive health especially if they have pre-existing cognitive issues; mental health issues including sadness, depression, intense anxiety.”

“Lots of issues around social isolation and loneliness with a high proportion of older adults living alone. There’s been a general uptick in mental health and wellness challenges and housing is also an issue despite eviction moratorium, rent freezes.”

1.2 Information technology issues

“Gaps include access to wifi for low-income seniors, it’s not considered a necessity even though they feel like it would be helpful and are missing out. Knowing about devices is another difficulty (tablet vs. iPad vs. phone).”

“Many elderly folks don’t have a device.”

“The single biggest difficulty is an entire cohort of usual registrants whom [we] haven’t been able to reach – people who may get the email newsletter but don’t have the tech ability to get started with Zoom, or their devices are outdated, or they’re really scared of what Zoom is.”

1.3 Organizational and personal losses related to program changes

“One female member had tried one class but didn’t like it because the social interaction wasn’t there, and that is the big thing that is keeping other women away.”

“80–90% of activities are run by seniors for seniors as part of [our] non-profit society. About 200 volunteers lost roles due to activity cancellations.”

2. Organizational facilitators

2.1 Inter- and intra-organizational relationships

“The organization is just starting to plan some events to begin in June and are currently looking for community partners. Going to start with an arts program. The RCMP will do a session on scams targeting seniors and how to protect themselves; interviews and conversations with local seniors; further along, they are hoping to do movement, chair yoga, mindfulness, things to do for health and wellness; maybe a cooking class; currently gathering these ideas and starting to partner with different groups.”

“[We try] to be mindful about identifying as part of [the university], and thankful because even just handling the enrollment is an enormous task. For those Elder Colleges that don’t have the postsecondary connection, it’s been tougher…. [We have] a couple of [university] program assistants, and part of their job is to support the Elder College. They produce the calendar, work with instructors to do the scheduling, and handle all the administrative and course management work behind the scenes. They also offered their services to organize and lead the Zoom Cafes… for anybody who wants to practice (students and instructors). They can try things, do Q&A, and so on.”

2.2 Intrinsic qualities of program design

“They [seniors] are becoming aware, especially for seniors, that engagement through regular mail (Canada post) and telephone are still an important and good way to keep folks connected to their community.”

“Another program is the 1:1 support, with weekly telephone calls (and for a few, daily check-ins by neighbors). It’s done mostly by students and volunteers up to the age of 81. Some of the older adults prefer an older person to call them. Then this winter [we] did a new initiative: the intergenerational program. [We] tried to be flexible with desires and wants of seniors and match students with them based on career goals, etc. One older adult is learning Excel through Zoom… One person is doing it by WhatsApp, because she’s actually communicating in Mandarin. We have some multilingual connections (Mandarin, Romanian, etc.).”

2.3 Physical resources for virtual activities

“They [organization staff] have just launched an art program with a facilitator. They bought supplies and dropped them off / did pickups to get things started.”

“Access to devices and availability to wifi [has been a challenge but we] fundraised for 34 tablets and worked with Shaw to put free wifi in building hallways.”

2.4 Facilitators of technology use

“Support with technology and skills offered from multiple directions: Professionals from local businesses, school-age youth, and members with relevant skills from former working life to get set up on Zoom and use computing devices.”

“When [our] building was closed at the start of the pandemic, the lifeguard staff served as the tech staff. “Lifeguards to the Rescue.” People could call in and get 1-on-1 help on the phone and connect with one another to play their favourite games.”

3. Meeting the challenge

3.1 Increased ‘depth’ of reach

“Seniors are nervous about Zoom programs going away after the pandemic. Online activities and food programs have been really meaningful, and [organizations have] found new users of their services. Organizations just didn’t realize how many people needed help (related to surgery recovery, lack of family support, limited knowledge or access to services). The pandemic facilitated the creation of new services. We need to keep it going.”

“On Mondays [we] have a telephone program called the Lighthouse Program that turned out to be a hybrid – combining telephone and video conferencing. It used to be in-person for seniors with mild cognitive impairment, dementia living at home. We’ve reached out to facilities with a few Japanese residents, and some were very responsive. A dedicated a staff member brings the Japanese residents to the lounge and set up the video conference. There are currently have two facilities where some residents participate. Facilities with a limited number of Japanese speakers might have no activities for those residents. Long term care facilities have a mandate to provide culturally based programming and food. Our organization is helping to fill in this gap in mainstream facilities.”

“We have three people at a residential facility down the road doing courses at our Elder College. They haven’t been able to before the pandemic and shift to online classes.”

3.2 Increased ‘breadth’ of reach

“They no longer have a firm geographical boundary, one limited by driving distance. Have students and even instructors from other provinces, from the US (e.g., an instructor teaching from his second home in California).”

“We’ve had conversations with other Elder Colleges about the issue of poaching students, but it hasn’t really happened. Everybody is welcoming this expansion of geographical boundaries. We expect to see a further geographical expansion for our courses.”