Learning and Millenials
Learning and Millenials
1. Introduction
Understanding the term Millennials and what it stands for is the most
important part of this essay, because not having a background image of this
generation and how they are perceived will cause a gap in our understanding. In
various classifications done in the past, Millennials are considered those born after
the year 1982. However, discrepancies regarding the end date of this generation
are still current. For example, Oblinger and Oblinger [1] considers, in his system,
that generations are parted in 4 categories of individuals: Matures (1900 1946),
Baby Boomers (1946-1964), Generation X (1965-1982) and Millenials/the Net
Generation (1982 1991), while Howe and Strauss [2] categorized the same living
generations as: Baby Boomers (1943 1960), Generation X (1961 1981) and
Millennials (1982 present). Even with these existing differences, the range in
which Millennials, as well as the categories of individuals born in previous years are
clear and stable enough to make a good comparison between the learning methods
and the impact on the teaching process each generations preferences has.
To begin with, it is important to understand the evolution of teaching and
learning along generations, in order to combine it with the advance of technology
Agreed
Disagreed
that
86.8%
13.2%
91.3%
8.7%
92.3%
7.7%
90.1%
9.9%
relate
materials.
I
like
a
to
class
mixture
of
exams
more
and
inclusion of diversity;
Free expression and strong views: assertive and confident resulting from
access to information;
Innovation: constantly trying to push technology to its next level and
predecessors;
Investigations: curious and seek discovery;
Immediacy: views the world as 24-7 and demands immediate and efficient
processing;
Sensitivity to corporate interest: Savvy consumers that want to try before
they buy;
Authentication and trust: Net savvy individuals aware of need to validated
mature
than
their
information
Taking all these characteristics in consideration, placing the accent on their tech
and social skills, is not, according to Bollinger [7], the best method of engaging a
Millennial student in the process of online learning, is by emphasizing on
technological aspects, the course Website, and virtual relationships and interaction
because online learners typically do not form face-to-face relationships with one
another. At the same time, the instructor, student motivation, learner characteristics
and learning tasks are considered to be the focal point, according to Worley [8].
An important task that falls in the hands of the teachers, which will help
improve student-faculty communication, is learning students names. This method
helps create a feeling of importance in the mind of the student, especially because
L e a r n i n g a n d M i l l e n n i a l s | 10
References
[1] Oblinger, D.G. and Oblinger, J.L., Introduction, in: Educating the Net Generation,
EDUCAUSE, Colorado, 2005, p.2.1 2.20.
[2] Howe, N. and Strauss, W., Millennials Rising: The Next Great Generation, Vintage
Books, 2000, New York.
[3] Chickering, A.W., and Gamson, Z.F. Seven Principles for Good Practice in
Undergraduate Educationa. AAHE Bulletin, 1987, 39(7), 3-7
[4] Cambridge Online Dictionary. Retrieved from:
http://dictionary.cambridge.org/dictionary/english/mentor
[5] Nicholas, Arlene J., Preferred Learning Methods of the Millennial Generation, THE
INTERNATIONAL JOURNAL OF LEARNING, VOLUME 15, and NUMBER 6, 2008
[6] Tapscott, D., Growing up DigitalL The Rise of the Net Generation, McGraw-Hill,
New York, 1998
[7] Bollinger, D., Key factors for determining student satisfaction in online courses,
INTERNATIONAL JOURNAL ON E-LEARNING 3(1) (2004), 61-67.
[8] Wroley, R.B., The medium is not the message, Business Communication
Quarterly 63(3) (2000), 93-103
[9] Frederciksen, E., Pickett, A., Pelz, K., Shea, Swan&P, Student Satisfaction and
perceived learning with on-line courses; Principles and examples from the SUNY
learning network in: On-line Education, Volume I: Learning Effectiveness and Faculty
Satisfaction, J. Bourne, ed., Center for Asynchronous Learning Networks, Tennessee,
2000, pp. 7-36
[10] Shea, P., Fredericksen, E., Pickett, A., Pelz, W. & Swan, K. Measures of learning
effectiveness in the SUNY learning network, in:
L e a r n i n g a n d M i l l e n n i a l s | 11
Learning Effectiveness, Faculty Satisfaction, and Cost Effectiveness, J. Bourne and J.
Moore, eds, Sloan Center for OnLine Education, MA, 2001m pp. 31-54.
[11] Shea, P., Swan, K., Fredericksen, E. & Pickett, A., Student satisfaction and
reported learning in SUNY learning network in: Elements of Quality online
Education, J. Bourne and J. Moore, eds, Sloan Center for OnLine Education, MA,
2001, pp 145-146.
[12] Stapleton, James L., Wen, Hoseph H., Starret, Dave and Kilburn, Michelle,
Generational differences in using online learning systems, Human Systems
Managements, IOS Press, 26 (2007), pp.99-109
[13] Wilson, Maureen E., Teaching, Learning, and Millennial Students, NEW
DIRECTIONS FOR STUDENT SERVICES, Wiley Periodicals, Inc., no. 106, Summer
2004, p 59-71