Dataset of Impact of Peer Support on Older Adult Education through Moodle: A Study Based on the Community of Inquiry Model

A quasi-experimental design based on an intervention for training digital instructors through Moodle was used, involving 72 participants over the age of 65. The first edition was implemented with the teaching staff (n=26), and in the second edition, peer facilitators were incorporated (n=46). Using the Community of Inquiry (CoI) framework as a reference, 4,426 activity logs were analyzed. A successive linear regression analysis evaluated the predictive power of activity logs (related to teaching presence, social and cognitive activity) of participants on task completion and submission. The inclusion of peer support improved the effectiveness of informational, social, and cognitive activity in relation to task completion and submission. In conclusion, specific and direct interactions, such as forum participation and task exploration, are crucial for task submission, and peer facilitation is an effective strategy to enhance participation and performance among older adult learners.