Abstract
This study examined the effect of social supports and the interaction of class size in prediction of middle aged and older adults’ Internet self-efficacy (ISE) attainments. 418 community college and senior center adult participants at their age over 45 completed measures of internet self-efficacy, social support and self-directed learning. By using hierarchical linear model (HLM), the study indicated that there were mediating effects of social support on the relationships of self-directed learning and general ISE (ISEG) but not communicative ISE (ISEC). The moderating effect of class size was significant on the slopes of social support-ISEC relationship but not including ISEG. The noteworthy findings on middle aged to older adult learning experiences provide researchers, adult education practitioners and e-learning program planners a direction in understanding the learning of information communication technology for middle and older aged adults