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Online activities have spiked due to the COVID-19 pandemic, including language learning activities. As the world is aging, this affects senior citizens too. Yet, few studies have been conducted studying online (language) learning in this age-group. Moreover, no concrete pointers exist on how to go about such an online language learning course. This paper examines what should be considered when designing and implementing online language learning courses for seniors. To that end we present data from 73 senior language learners from two independent language learning contexts: the Netherlands and Scotland. The data were collected between May 2020 and August 2021. Data includes spoken and written samples from lessons, focus groups, interviews and questionnaires. Given the qualitative nature of the data and the aim of identifying patterns of meaning across the respective datasets, a reflexive thematic analysis (TA) approach was adopted. We employed an inductive approach to coding, using both semantic (explicit or overt) and latent (implicit, underlying) coding frameworks, in order to inform two overarching themes: "Navigating the digital highway" and "Camera ready for new friends." We discuss these themes and their sub-themes and arrive at concrete recommendations for the third-age language learning classroom. [ABSTRACT FROM AUTHOR]

Nonprofits are increasingly involved in collaborative governance mechanisms, on the premise that their proximity to end users and better understanding of the local contexts can lead to better policy outcomes. Although government–nonprofit relations have been theorized and explored by several studies, few studies have examined specifically collaborative governance, instead focusing on other phases of policy development or service delivery. In this article, we present a realist evaluation of data gathered from in-depth semi-structured interviews (N = 41) and four focus groups with stakeholders involved in collaborative governance arrangements within "Strategic Public Social Partnerships" in Scotland. Our findings indicate that collaborative governance processes involving nonprofits can potentially lead to improved services through mechanisms such as the development of trust and the establishment of new learning dynamics, and when knowledgeable leadership and mutuality drive collaborations. However, this is only true if the long-term sustainability of these processes translates into the mainstreaming of both the resulting services and their underlying collaborative principles. [ABSTRACT FROM AUTHOR]