Features of Thinking of the Net Generation

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

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Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education

Journal of University Teaching and Learning Practice ◽

10.53761/1.17.5.6 ◽

2020 ◽

Vol 17 (5) ◽

pp. 84-103

Author(s):

Ruth Ortega-Dela Cruz ◽

Keyword(s):

Higher Education ◽

First Century ◽

Pedagogical Practices ◽

Net Generation ◽

Pedagogical Practice ◽

Continuous Change ◽

Present Generation ◽

Significant Difference ◽

Generational Groups ◽

Twenty First Century

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.

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The Next Generation

Informed Design of Educational Technologies in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-61350-080-4.ch004 ◽

2011 ◽

pp. 57-78 ◽

Cited By ~ 6

Author(s):

Agnes Kukulska-Hulme ◽

Chris Jones

Keyword(s):

Future Research ◽

Net Generation ◽

Educational Systems ◽

Recent Experience ◽

Place And Space ◽

Pedagogical Design ◽

Design For Learning ◽

Future Research Directions ◽

The Relationship

Focusing on intermediate and institutional levels of design for learning, this chapter explores how institutional decisions relate to design, using recent experience at The Open University as a case study. To illuminate the relationship between institutional decisions and learner-focused design, we review and bring together some of the research on learner practices in mobile and networked learning. We take a critical stance in relation to the concept of generation, which has been applied to understanding learners of different ages using terms such as net generation and digital natives. Following on from this, we propose an integrated pedagogical design approach that takes account of learner practices, spaces for learning, and technologies. The chapter also proposes future research directions focused on the changing context for learning, a distinction between place and space and an understanding of how the different levels of educational systems interact with mobile and networked technologies.

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