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Educating the Net Generation

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... The fields of youth education and training, as well as the school contexts, are strongly affected by these changes, as they impact on cognitive processes, habits, attitudes, ways of approaching reality of very young people. Since 2000, a vast literature has discussed the implication of a new generation of students (Prensky, 2001a(Prensky, , 2001bHowe & Strauss, 2000;Oblinger & Oblinger, 2005;Tapscott, 1997Tapscott, , 2008Veen & Vrakking, 2004;Lenhart, Rainie & Lewis., 2001;Pedrò, 2007;Gardner & Davis, 2014) -entering educational institutions. Most of these studies recognize an impact of the intensive ICT usage on the development of new cognitive styles (Dede, 2005;Howe & Strauss, 2000;Oblinger & Oblinger, 2005;Prensky, 2001a;Tapscott, 1997;Veen & Vrakking, 2004). ...
... Since 2000, a vast literature has discussed the implication of a new generation of students (Prensky, 2001a(Prensky, , 2001bHowe & Strauss, 2000;Oblinger & Oblinger, 2005;Tapscott, 1997Tapscott, , 2008Veen & Vrakking, 2004;Lenhart, Rainie & Lewis., 2001;Pedrò, 2007;Gardner & Davis, 2014) -entering educational institutions. Most of these studies recognize an impact of the intensive ICT usage on the development of new cognitive styles (Dede, 2005;Howe & Strauss, 2000;Oblinger & Oblinger, 2005;Prensky, 2001a;Tapscott, 1997;Veen & Vrakking, 2004). It has therefore proved necessary to adapt learning methods and tools to these changes; teachers themselves are often required to have more "advanced" training. ...
... Due to the pervasive diffusion of ICTs, education institutions are populated by a new generation of students who have been differently defined: digital natives (Prensky, 2001a(Prensky, , 2001b, millenials (Howe & Strauss, 2000), netgeneration (Oblinger & Oblinger, 2005;Tapscott, 1997Tapscott, , 2008, homo zappiens (Veen & Vrakking, 2004), instant messaging generation (Lenhart, Rainie & Lewis, 2001), New Millennium Learners (Pedrò, 2007). ...
Article
This paper aims to summarize the current changes in education concerning the use of innovative teaching methods and to understand the opinion on technology and its educational uses of both teachers and pupils. While pupils' grasp of their learning is a relatively underexplored field in educational research, it is paramount for effective lifelong learning. Our investigation focuses on the following aspects: the differences in the use of digital tools by the two groups, the motivations leading to certain uses and/or non-uses, the teachers' pedagogical perspectives and their views on how ICT can contribute to the learning environment, their considerations on the current situation. We used focus groups to explore the subjects' perspectives on innovative learning strategies, particularly ICT-based ones. In the final section, we consider future perspectives. Such assessments promote valid decision-making regarding to education and help in designing adequate learning experiences to achieve effective learning objectives. Our findings point towards learning through collaboration and show that technologies can facilitate the learning process in cases of full participation by both teachers and students. The best learning environment, we discovered, is the one where teachers are no longer all-knowing controllers of activities but co-explorers together with the children.
... Today, three different generations are thought to make up a large majority of the world population. Although these generations are expressed with different names in different sources, they are mostly classified as Generation X, Generation Y, and Generation Z (Mücevher, 2015;Oblinger & Oblinger, 2005). In this study, the generational classification of these names and historical ranges will be discussed. ...
... Generation X includes people born between 1965 and 1980 (Ceylan, 2014;Oblinger & Oblinger, 2005). Western countries built a social state and created a welfare environment by implementing Keynesian policies after World War II. ...
... It is also known as the Millennium generation (Kuru, 2014;Yüksekbilgili, 2013;Washburn, 2000;Lammve Meeks, 2009). Generation Y includes people born between 1981 and 1995 (Oblinger & Oblinger, 2005). They are known to be fond of freedom in the business world. ...
Article
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Meeting the expectations of city residents is an issue that city authorities should focus on while carrying out planning and management activities. With the globalizing world and the diversification of the generations in the city population structure, urban planning, and management are getting more and more difficult. This paper explores the expectations and perspectives of Generations X, Y, and Z, which are thought to constitute the majority of city residents nowadays. Considering that different generations have different expectations and different perspectives, city authorities should closely analyze the expectations and demands of the generations in order to meet the expectations of city residents.
... The term 'screencast' has been defined by Udell (2004), as a digital recording of computer screen activity and usually accompanied by audio narrations. Moreover, the Net Generation or Digital Natives we constantly equipped with mobile devices such as laptops and mobile phones that seamlessly connected to the Internet on a daily basis (Beyers, 2009;Oblinger, Oblinger, & Lippincott, 2005). This has created a new generation of learners that prefer to learn using these tools. ...
... The conveniences of carrying these devices allowed them to shape their learning experience according to their own learning style and pace rather than the traditional chalk and board method. The learning style preferred by this generation demands greater flexibility in terms of learning location, pace, various types of learning materials, dynamic visual such as animation, and sound elements which enhance their learning experience (Oblinger et al., 2005). Screencasting has gain popularity and potential due to its similarity to YouTube and Vimeo (Mohorovičić, 2012). ...
Article
This study examined whether the modality principle occurs or not in the learning of C++ computer programming using screencasting. According to Mayer and Clark (2011), the modality principle is defined as presenting words as speech rather than on-screen text is more effective in learning. In other words, the learning process will be more effective when information is explained by audio narrations rather than on-screen text. A true experimental pre-test and post-test research design was conducted to determine the modality effects. The experiment consisted of 65 first-year undergraduate students (aged 19-22) who have never attended any formal computer programming course prior to the study. The sample were randomly assigned to two groups: the first group received the screencasting and narration (SN) mode whereas the second group received the screencasting, text, and narration (STN) mode. After that, pre-test was conducted to ascertain their score before being exposed to the treatments. The pre-test results were used as covariate in the two-way ANCOVA analysis. Results showed that the SN mode students outperformed the STN mode students in the post-test. The significant outcome of the result might be due to the effectiveness of the SN mode that supported the Modality Principle.
... According to Mannheim (1952), an age group can be considered a generation if it has internal inner generational characteristics. There are different theories as to what is the border of given generations (Oh and Reeves, 2011;Howe and Strauss, 2005;Lancaster and Stillman, 2010;Martin and Tulgan, 2002;Oblinger and Oblinger, 2005), but generally, the members of a given generational group have the same base experiences (Thuma, 2014). ...
... It is also recommended to have a unique education design for older generations. (Fox and Connolly, 2018) Older generations are less technologically adapted (Oblinger and Oblinger, 2005;McCrindle, Wolfinger and Salt, 2014). they will be less familiar with the new technology introduced in the hotel, therefore, also have a more negative attitude toward such change (Davis, 1989;Lam et al., 2007;Bagrationi and Thurner, 2020). ...
... Durante as duas últimas décadas, nota-se um aumento, na área da Arquitetura e Urbanismo, de publicações sobre a influência dos espaços sócio físicos e seu simbolismo no processo de formação no ensino superior. As abordagens são diversificadas, mas destaca-se uma literatura preocupada em informar sobre estratégias que vão além dos aspectos construtivos e consideram a percepção dos usuários, novas pedagogias e questões tecnológicas (TEMPLE, 2007;OBLINGER;OBLINGER, 2006 (2021) compararam o uso de áreas de convivência cobertas e descobertas nos campi. As conclusões mostraram que enquanto algumas áreas são satisfatórias, outras são subutilizadas ou não suportam um número maior de usuários por problemas na oferta de mobiliário, recursos tecnológicos (conectividade e tomadas) e sombreamento. ...
... Durante as duas últimas décadas, nota-se um aumento, na área da Arquitetura e Urbanismo, de publicações sobre a influência dos espaços sócio físicos e seu simbolismo no processo de formação no ensino superior. As abordagens são diversificadas, mas destaca-se uma literatura preocupada em informar sobre estratégias que vão além dos aspectos construtivos e consideram a percepção dos usuários, novas pedagogias e questões tecnológicas (TEMPLE, 2007;OBLINGER;OBLINGER, 2006 (2021) compararam o uso de áreas de convivência cobertas e descobertas nos campi. As conclusões mostraram que enquanto algumas áreas são satisfatórias, outras são subutilizadas ou não suportam um número maior de usuários por problemas na oferta de mobiliário, recursos tecnológicos (conectividade e tomadas) e sombreamento. ...
Poster
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The rise of urban population globally, is a matter of serious concern with regard to mental health all across the globe. As the world becomes progressively urbanized, built environment professionals are unquestionably more bothered about the plausible influence of urban environments on the mental wellbeing of the inhabitants. Literature indicates that urban environments may be directly affecting mental wellbeing. It further states that the concept of mental wellbeing incorporates three interrelated types of wellbeing- hedonic, psychological and social wellbeing. The psychological and social are two aspects which are collectively termed as the eudemonic wellbeing. Research has also concluded that hedonic wellbeing may depend on individually determined positive mental states and hence may be the result of short-lived effects such as the achievement of pleasure and avoidance of pain. However, the eudemonic well-being tends to be linked with lasting effects. An impressive amount of research on relations between urban environments and, mental wellbeing as a whole, has been conducted. Notwithstanding this substantial body of literature, little is known about the interaction of the urban environment specifically with each of the three wellbeing types, the hedonic, the psychological and the social. Social interaction, social networks, sense of community, participation in organized activities, trust and reciprocity, feelings of safety and also, sense of place attachment, all, do find a mention in past studies with regard to the assessment of the quality of built environment. And, the indicators which help assess this quality, have also been categorically listed as, density, mixed land use, attractiveness, connectedness, legibility, accessibility, inclusiveness , maintenance , extent of natural surveillance and neighbourhood character. However, a complete and detailed focus on the urban environment characteristics which may be directly impacting social wellbeing, seems to have been neglected. This study specifically focusses on social wellbeing and presents the identified indicators of the urban environment for social wellbeing, through the conduct of an extensive literature review of over a hundred selected scholarly articles. It further presents the categorization of these identified indicators under two heads, the physical and the social environment. A total of 32 indicators were identified under eight main heads of the ‘physical environment’, namely greenspaces, infrastructure, housing, spatial configuration, outdoor environment quality, urban design, transportation, density and, land use. Also, a total of nine indicators were identified under six main heads of the ‘social environment’, namely safety, quality of life, social connectedness, life satisfaction and, sense of community. The study further categorizes the plausible positive and negative impacts of urban environments on the social wellbeing of its inhabitants, through these identified indicators. The identification of these indicators, categorized under the physical and social environments of the urban scenario, is a step towards developing a methodology for assessing the impact of urban environments on social wellbeing. This methodology may further be a contribution towards mentally healthy city design.
... They behave differently from previous generations. It is claimed that they think differently; they learn differently; they exhibit different social characteristics and have different expectations about life and learning (Oblinger & Oblinger, 2005;Palfrey & Gasser, 2008;Prensky, 2009Prensky, , 2010Tapscott, 2009). Digital natives, who have been interacting with digital technologies from an early age, generally appreciate the value of technology and are quick to adopt new technologies, seek out opportunities for implementing technological change, and are comfortable with social media and other Web 2.0 technologies (Fogg, Phillips, Baird & Fogg, 2011). ...
... They behave differently from previous generations. It is claimed that they think differently; they learn differently; they exhibit different social characteristics and have different expectations about life and learning (Oblinger & Oblinger, 2005;Palfrey & Gasser, 2008;Prensky, 2009Prensky, , 2010Tapscott, 2009). Digital natives, who have been interacting with digital technologies from an early age, generally appreciate the value of technology and are quick to adopt new technologies, seek out opportunities for implementing technological change, and are comfortable with social media and other Web 2.0 technologies (Fogg, Phillips, Baird & Fogg, 2011). ...
... Another question was focused on the overall satisfaction with the "transition" to the distance form of education, it was awarded an average grade of 2,3/2,1 (school classification [1][2][3][4][5]. We also collected information on opinions on possible measures to improve the quality of distance education in open-ended questions. ...
Chapter
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The current young generation is often referred to as the Net Generation [2] because it is the first generation using ICT since childhood. This generation is associated with other terms, such as Internet generation (iGen), or millennials. The 1981–1999 generation (Generation Y) are people who grew up in a time of change (the fall of the Iron Curtain in the Czech Republic), the generation of the third industrial revolution, the advent of the Internet and virtual reality. These people are not afraid of change and are very flexible. The technology they grew up with is television, desktop computer, mobile phone, computer games, CD players, DVD players. The 2000–2013 generation (Generation Z) is a generation of social media and the digital world. They share everything on social networks, do not read, but watch videos, take photos of everything and communicate through pictures more than words or text. They have their idols among youtubers who determine the scale of values; the world of influencers, or the people who influence this young generation, is very important. Their main entertainment is the internet; they do not care about Facebook and television. They are connected via Snapchat, WhatsApp, Instagram, Twitter, because these media guarantee them sufficient anonymity. The technology they grew up with is a tablet, laptop, mobile phone, virtual glasses, 3D games [1].
... Yaşamının merkezinde çevrimiçi ortamların ve yeni teknolojilerin yer aldığı, günlük işlerini teknoloji ile yürüten dijital yerliler için karmaşık dijital görevler sıradan, basit işlerdir. Dijital yerli kavramı, doğduklarında kendilerini teknoloji ortamının içinde bulan, erken yaşlarda teknolojiyle tanışan, bu yönde yeni bir öğrenme dili oluşturan yeni nesil bireyleri ifade etmektedir (Oblinger ve Oblinger, 2005;Pedró, 2006;Prensky, 2001aPrensky, , 2001b. Dijital yerliler bu çağın teknolojileri ile yaşamaya başlamıştır. ...
Article
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Bu araştırmada, Temel Eğitim Programları dijital okuryazarlık bağlamında incelenmiştir. Nitel araştırma deseni benimsenen çalışmada veri toplama tekniği olarak doküman analizi kullanılmıştır. Araştırmanın veri kaynağını; temel eğitim Türkçe, matematik, fen bilimleri, sosyal bilgiler ve hayat bilgisi dersi öğretim programları oluşturmaktadır. Öğretim programlarının seçiminde ölçüt örnekleme yöntemi kullanılmıştır. Ölçüt, derslerin okullarda haftada en az 3 ders saati işleniyor olmasıdır. Bu araştırmada öğretim programlarının tema ve kategorileri, "bağlam, kazanım, eğitim durumları ve ölçme-değerlendirme"dir. Analiz birimi olarak da "kelimeler ve ilgili paragraflar" belirlenmiştir. Doküman incelemesinden elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırma sonucuna göre öğretim programlarının bağlam boyutunda dijital okuryazarlığın "dijital yetkinlik" olarak yer aldığı; kazanım boyutunda dijital okuryazarlık becerisiyle ilgili kazanımların bulunduğu, Türkçe, sosyal bilgiler, hayat bilgisi dersi öğretim programında diğer öğretim programlarına göre dijital okuryazarlığa daha çok yer verildiği görülmüştür. Sosyal bilgiler öğretim programında tüm sınıf seviyelerinde dijital okuryazarlık becerilerine ilişkin düzenli kazanımların olduğu, ayrıca fen bilimleri öğretim programının dijital okuryazarlık bağlamında en az kazanıma sahip öğretim programı olduğu belirlenmiştir. Fen, Türkçe ve sosyal bilgiler öğretim programında eğitim durumları boyutunda dijital okuryazarlık becerilerine yer verildiği ortaya çıkmıştır. Eğitim durumları boyutunda, matematik ve hayat bilgisi dersi öğretim programında, ölçme ve değerlendirme boyutunda ise hiçbir programda dijital okuryazarlığa yer verilmediği ortaya çıkmıştır. ABSTRACT This research was carried out in order to examine the Primary Education Curricula within the context of digital literacy. In the research, qualitative research design was adopted and document analysis was used as the data collection technique. Data source of the research consists of the following elementary level curricula: Turkish, mathematics, science, social studies and social science. The criterion sampling method was used in the selection of curricula. In this study, the themes and categories of the curriculaare "context, attainment, educational status, and assessment and evaluation". "Words and related paragraphs" were determined as the units of analysis. The data obtained from the document analysis were analyzed by content analysis. According to the results of the research, digital literacy is included as "digital competence" in the context dimension of the curricula; in the goal dimension, there are goals related to digital literacy skills, digital literacy is included in the Turkish and social studies curricula more than other curricula, in social science curriculum, it is determined that there are regular objectives in digital literacy skills all class levels and, in addition, the science curriculum is the curriculum with the least objectives in the context of digital literacy. It has been revealed that digital literacy skills are included in the science, Turkish and social studies curriculum education situations, but no data related to digital literacy is found in the mathematics and social science curricula. In the measurement and evaluation dimension, it was revealed that digital literacy was not included in any of the curricula.
... Bartlett (2005) kutatása alapján már tíz évvel ezelőtt is az egyetemi hallgatók 7%-a ehhez a generációhoz tartozott. Oblinger (2005) hangsúlyozza, hogy a Net Generációhoz tartozó diákok más tanulási motivációval, stratégiával rendelkeznek, mint az 1970-es évek előtt születtek. Véleménye szerint, ezen generáció tagjai intuitív vizuális kommunikátorok, akik szeretik az interaktivitást, a gyors ütemet, akik számára kényelmesebb a vizualitás, a látvány, mint a szöveg, s akik párhuzamosan több dologgal is foglalkoznak egyszerre. ...
... In other words, online learning is a learning environment that removes barriers such as socio-economic status and enables individuals the opportunity to benefit from the superiority of lifelong education, where communication can be established with other learners and teachers simultaneously or asynchronously through the online learning environment, the internet or a computer network, and where interaction can be established in two ways with the visual and auditory abilities provided by computer technology. Oblinger and Oblinger (2005) state that online learning should be completely synchronous, that is, with the teacher and the learner being in different places at the same time. Horton (2006) stated that online learning can be in four different types: instructor-led, student-led, synchronous and asynchronous. ...
Chapter
Online learning is accepted as an effective educational learning process that can respond to rapidly and constantly changing learner needs. Increasing the quality of online learning is an important point to be addressed. Within this context, motivation in online learning that affects what learners will learn, how they will learn, and when they will learn is one of the most important components because the motivation of learners has a very important place in terms of achieving desired goals in the learning and teaching process. It is not easy to continuously motivate learners in online learning process over a long period. Creating the motivation of everyone involved in the learning and teaching process is very important in terms of the efficiency and quality of the process. Within the context of a theoretical framework, “motivation,” “motivation process,” “types of motivation,” “internal motivation,” “extrinsic motivation,” “the importance of motivation in education,” and “motivation in online learning” were addressed in the present study.
... Bu nesil hızlı bilgi almaya alışık, aynı anda birçok görevi yerine getirmeye yatkın, metinler gibi yazılı gönderiler yerine grafikler gibi görselliği olan gönderileri tercih eden, ciddi işler yapmaktansa oyun oynamayı ve eğlenmeyi yeğleyen bir nesildir. Dijital yerliler bir işi yaparken başkalarının yardım ve yönergelerine ihtiyaç duymadan kendi kendilerine, sorgulayarak, keşfederek, dijital araçlardan yararlanarak, gerektiğinde işbirliği yaparak aktif bir şekilde öğrenen nesildir (Oblinger ve Oblinger, 2005). ...
Article
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ÖZ Bu çalışmanın amacı, dijital okuryazarlığa dönük farkındalığı, dijital yerlilerin gözünden anlamaya çalışmaktır. Nitel yöntem kullanılarak yapılan araştırma, bütüncül tek durum çalışması ile desenlenmiştir. Çalışma grubunda 8-10 yaş aralığında olan 6 katılımcı bulunmaktadır. Araştırmanın geçerliği ve güvenirliğini sağlamak için araştırmacılar arası uyuşum katsayısı hesaplanmış, araştırmacı çeşitlemesi, uzman görüşü alma ve katılımcı teyidi yöntemleri kullanılmıştır. Çalışmanın sonuçlarına göre katılımcılar, kendilerini dijital araçları kullanma konusunda yeterli görmektedirler. Dijital kaynakları daha çok eğitim, oyun oynamak, eğlenmek, video izlemek ve iletişim kurmak amacıyla kullanmaktadırlar. Katılımcılar dijital kaynaklarda karşılaştıkları bilgilerin doğruluğunu ayırt etme, güvenli dijital ortamları tercih etme ve kişisel bilgilerin paylaşılmaması gerektiğine yönelik farkındalığa sahip olduklarını belirtmişlerdir. Ancak; güvenli ortamları sorgulama, güvenli ortamları oluşturma noktasında yetersiz kaldıkları anlaşılmaktadır. ABSTRACT The aim of this study is to understand the awareness of digital literacy, through digital natives’ eyes. This research was carried out qualitatively as a holistic single case study. There are six participants in the 8-10 age range in workgroup. The validity and reliability of the research were used calculating percentage of inter-research agreement method and expert opinion method and participant confirmation method. According to the results of the research, the participants consider themselves competent in using digital tools. They use digital resources to education, play games, have fun, watch videos and communicate. Participants stated that they have an awareness about the fact that the information they encounter in digital sources should be distinguished from the accuracy, that secure digital media should be preferred and that personal information should not be shared. However, it is understood that they are inadequate in querying and creating safe environments.
... Este uso masivo de la tecnología entre la población más joven ha hecho que se popularicen ciertos mitos sobre la existencia de una nueva y supuesta generación de jóvenes digitales (Gallardo-Echenique et al., 2015;Hatlevik & Christophersen, 2013). Durante la primera década de este siglo, diferentes autores afirmaron que las características de los estudiantes actuales habían cambiado radicalmente respecto a los de décadas anteriores, denominando a estas generaciones como nativos digitales (Prensky, 2001), Generación Net (Oblinger & Oblinger, 2005) o aprendices del nuevo milenio (Pedró, 2009). Sin embargo, Selwyn (2009) y Calvani et al. (2012 no encuentran suficientes evidencias para afirmar la existencia de dos generaciones separadas, sino más bien hallan una alta heterogeneidad entre estudiantes. ...
Article
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Este estudio pretende trazar un perfil del alumnado que cursa el Grado de Maestro en Educación Primaria en relación a sus hábitos en el uso de las tecnologías digitales, la percepción sobre su competencia digital, así como de las expectativas y actitudes hacia el uso de la tecnología en su ámbito personal y académico. Se realiza asimismo una comparación entre alumnos pertenecientes a dos planes de estudios distintos. Los datos se obtienen mediante el cuestionario INCOTIC 2.0. Tras el análisis de datos se evidencia el alto uso que hacen de la tecnología a través de dispositivos móviles y portátiles, especialmente en el ámbito de las relaciones sociales. Se muestra una buena actitud hacia el uso académico de la tecnología y una favorable expectativa de uso. En cuanto a la percepción de la competencia digital, destacan en las alfabetizaciones comunicativa y multimedia. Comparando ambos grupos, no se observan diferencias significativas en la mejora de la competencia digital, estas se limitan al ámbito comunicativo, las actitudes y las expectativas que tiene el estudiantado hacia las TIC. De acuerdo con los resultados, se propone incidir en la mejora de las áreas informacional y tecnológica, ambas fundamentales para su desarrollo profesional docente. PALABRAS CLAVE Competencia digital; educación superior; tecnologías digitales; formación inicial docente. ABSTRACT This study aims to draw a profile of the students who are studying the Bachelor's Degree in Primary Education in relation to their habits in the use of digital technologies, the perception of their digital competence, as well as the expectations and attitudes towards the use of technology in their personal and academic environment. A comparison is also made between students belonging to two different study plans. The data is obtained through the INCOTIC 2.0 questionnaire. After data analysis, the high use they make of technology through mobile and portable devices is evident, especially in the field of social relationships. In addition, there is a good attitude towards the academic use of technology and a favorable expectation of use. Regarding the perception of digital competence, they stand out in communicative and multimedia literacies. However, in the comparison of both groups, no significant differences are observed in the improvement of digital competence, and these are limited to the communicative field of these
... It takes new ways of making learning interactive, personalized, collaborative, creative, and innovative to engage and keep new generations actively learning in schools everywhere. (Oblinger & Oblinger, 2005) Faced with high costs of education and employers' requests, students also insist that their education should result in measurable skills and abilities. Modern educational institutions already have incorporated "on the job" practice programmes for their students; thus, students have a greater possibility of choice of employment. ...
... It takes new ways of making learning interactive, personalized, collaborative, creative, and innovative to engage and keep new generations actively learning in schools everywhere. (Oblinger & Oblinger, 2005) Faced with high costs of education and employers' requests, students also insist that their education should result in measurable skills and abilities. Modern educational institutions already have incorporated "on the job" practice programmes for their students; thus, students have a greater possibility of choice of employment. ...
Conference Paper
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The transformational leader of 21st century, who is, at the same time, the leader in permanent learning and creation, is different in understanding of the need to change his or her own manner and style of communication with employees, who, under the impact and by accepting the change, themselves become creators of added value in the company. The knowledge era is shifting towards the era of design thinking, entrepreneurship and innovation. Some recent research show that collaboration, communication, creativity and critical thinking are the four skills acting as indispensable wheels on the exciting 21st century' journey. The Y generation and digital natives are different in their learning style and the way in which they expect to be trained, and coached. By 2020, the share of Serbian Y generation among working population will be more than 50%, according to the estimates of the Republic Statistical Office. The paper would represent results of the research conducted among Serbian millennials regarding their style of learning and behavior, and attitudes toward collaborative and interactive learning.
... According to Mannheim (1952), an age group can be considered a generation if it has internal inner generational characteristics. There are different theories as to what is the border of given generations (Oh and Reeves, 2011;Howe and Strauss, 2005;Lancaster and Stillman, 2010;Martin and Tulgan, 2002;Oblinger and Oblinger, 2005), but generally, the members of a given generational group have the same base experiences (Thuma, 2014). ...
Book
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This book is a collection of papers that are examining the future of tourism and hospitality industry.
... [1981][1982][1983][1984][1985][1986][1987][1988][1989][1990][1991][1992][1993][1994][1995][1996][1997][1998][1999]. Some studies like that ofOblinger and Oblinger (2005), have shown that there is the development of the fifthgeneration, known by them as the Post Millennials describing those born from 1995 to 2015. These fifth generational cohorts are in their developmental stages since the majority, if not all, are yet to fully join the labour force in Ghana (Labour Force Statistical Report, 2015).In terms of the characteristics of Generational Cohorts, the Baby Boomer generation is often described as materialistic workaholics who desire self-fulfillment and place a high value on work and the acquisition of things, sometimes at the expense of family(Gentry, Griggs, Deal, Mondore & Cox, 2011). ...
Article
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The study sought to examine work-life balance (WLB) policies preference among generational cohorts concerning gender. Being quantitative, a population of 714 with a sample size of 333 was selected, but 306 responded. The main independent variable was gender while the dependent variable was work-life balance policies with four dimensions: Flexible Work Arrangement; Wellness and Personal Development; Leave Arrangement and Dependent Care Assistance. The data was analysed using inferential statistics. The study results showed that except for Wellness and Personal Development, where gender difference between males and females of Generation Y existed, gender did not differ significantly from the rest of the policies. Therefore, it was recommended that there should be equal treatment of both males and females in implementing WLB policies.
... The digital divide, between those knowing how to harness the power of technology and those that fear technology, is not just divided by age between the natives and immigrants, but more of a digital competency (Briggs & Makice, 2012). Even though digital natives might have prominent fluency levels, experience with digital tools forecasts an employee's ability to work differently by leveraging technology (Oblinger & Oblinger, 2005). ...
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During the second week of March 2020, work shifted from the county extension office to home during the Coronavirus pandemic. During COVID-19, workers were shifted into new all-digital work environments without establishing boundaries that melded the work and home environment into one (Katsabian, 2020). While this shift to remote work was possible due to technology, work-life boundaries became even blurrier. Professionals who do not have good boundaries find themselves always connected to both spheres of work and home because of their digital devices (Richardson & Rothstein, 2008). OSU Extension professionals not only made the switch to remote work from home, but they had to adjust to an all-digital 4-H program delivery at the same time. By rapidly shifting to digital work, 4-H professionals had to adapt to this change. The Change Style Indicator (Musselwhite & Ingraham, 1998) assessment classifies a person as a Conserver, Pragmatist, or Originator. Conservers prefer gradual change. Pragmatists desire change that serves a function. Originators are the most adept to change and favor quicker, more expansive change. These preferences to change would have impacted their approach to dealing with the pandemic and remote work. This study explored the adaptation of county-based OSU Extension 4-H Youth Development professionals to an all-digital environment during the virtual work period of COVID-19. Specific objectives included: (a) to describe the population by their Change Style Preferences, (b) to describe the adaptations to the all-digital work environment, (c) to describe the types of digital tools used, (d) to describe the types of digital skills learned, (e) to describe the types of digital youth development programming implemented, to describe the types of digital youth development strategies generated, and (f) to explore these selected variables (a-e) and their relationship to the Change Style Preferences. Data were gathered in two parts. The Change Style Indicator assessment was used to sort how each employee ordered along the change preference scale in part one. A follow-up survey assessed adaptations to remote work, digital tools, skills, programs, and strategies used by staff during the all-digital period. The population of 98 Ohio 4-H professionals completed both parts of the survey. There were several key findings found during the remote work period during COVID-19. Over half of the population had a Change Style Preference of a Conserver. Change Style Preferences had little or no relationships with how 4-H professionals adapted to this all-digital environment. Colleagues indicated that they depended upon each other for support. Almost all of the 4-H professionals used time during the spring to learn new skills or improve existing skills. Staff also waited to alter 4-H programming due to the constant changes related to the pandemic. A majority of the respondents indicated that they could reach new youth audiences and collaborate with other colleagues because of remote work. Ohio 4-H professionals would continue using digital youth development strategies beyond the pandemic. This research played a unique role in capturing an all-digital 4-H programming period when there was no in-person programming or access to the physical office. The shift to a digital-only environment was one of the most significant changes to the work environment for Ohio 4-H Professionals and around the world. The focus on this period does not limit future research opportunities. Technology does not go away in the future, as new digital innovations will replace the present ones.
... In this regard, (Edwards and Robinson, 2019;Kang, Yang, Fang, and Zhao, 2020) urged that as Internet access is important. On the other hand, researchers did not mention accessibility when integrating online learning, but rather its flexibility, connectivity, and ability to interact (Ally, 2004;Hiltz & Turoff, 2005;Oblinger, Oblinger, & Lippincott, 2005). ...
... As a matter of fact, despite widespread and sooner exposure to technology, younger generations of the digital era have been found to lack the requisite skills for critically evaluating internet utilisation (Li & Ranieri, 2010), and technology exposure are unbalanced across a wide range of socio-demographic groups, contributing significantly to a "digital divide" (Hargittai & Jennrich, 2016). Nonetheless, the idea that students are digital natives who pick up technology skills by diffusion arises in the previous literature (Jones & Czerniewicz, 2010;Oblinger & Oblinger, 2005). In defining a model of digital fluency, Wang et. ...
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As the pandemic waves hit the world, digital literacy becoming more profoundly essential than ever as the world shifts its daily life towards digitalization. In addition, digital literacy skill plays a big role in the teaching and learning process. In this study, the future strategies for enhancing digital literacy for educational purposes through community development programs are being discussed. The authors analysed and reviewed diverse sources of articles, reports and documents from previous researches and works of literature. It is found that there are six main community-based strategies to enhance digital literacy to improve the learning experience, which are improving and maximizing the usage of digital infrastructure in rural areas, providing necessary digital facilities and devices for underprivileged citizens, offering attractive benefits to boost participation, conducting engaging activities and learning modules of digital literacy programs, well-trained teachers and instructors in educational institutions, and role of effective community leaders. Moving forward as the education sector moves towards digitalization, digital literacy skills will become the key role toward effective learning experience. It is recommended to all levels of community members to take part in advocating the next generations with digital literacy. Received: 28 September 2021 / Accepted: 16 November 2021 / Published: 3 January 2022
... [33] One of the most significant characteristics of this generation is that they were born "natives" in the modern digital world [34]. This generation has many names such as Digital Natives [35], post-millennials [36], Net Generation [37], The Centennials [38], etc. This era transformed the world towards digitalization, thereby creating challenges to the traditional ways of carrying out activities and increasing the use of technology [39]. ...
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Generally, generation Z mixes English and Indonesia when communicating with each other. This is a sociolinguistic phenomenon called code-mixing, which impacts social media as a part of the development of Information Communication Technology (ICT). Therefore, this study investigates the impact of social media on the use of code-mixing by generation Z. This study was carried out at Serang Raya University, Indonesia, where English is the only foreign language used to teach students. The research also aims to highlight the contribution of social media in code-mixing and determine the reasons this generation uses English and Indonesian in social media. Data were collected through self-completed questionnaires and interviews. The results showed that the use of social media had an impact on code-mixing between Indonesian and English for Gen Z.
... According to one of the architects, who was involved in designing a new library at the Nevada Las Vegas "…think of your library as an environment rather than a facilitya place of interaction, learning and experiencing rather than a place for storage and equipment" (Oblinger & Oblinger, 2005;p,13). Further, he proposes the features of a learner- (Michalak, 1995). ...
... Telah banyak penelitian mengenai e-learning dan bagaimana generasi net belajar. Generasi net adalah generasi yang sedari kecil telah akrab dengan teknologi digital (Oblinger & Oblinger, 2005). Generasi net ini mungkin saja berbeda usia dari setiap negara tergantung dari seberapa perkembangan teknologi di negara tersebut. ...
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Kemajuan teknologi membawa masyarakat pada era digital dan budaya siber. Era digital memengaruhi gaya hidup masyarakat termasuk cara mereka belajar. Ilustrator Indonesia telah banyak mengerjakan berbagai proyek milik berbagai negara. Artikel ini bertujuan memaparkan bagaimana para illustrator di Pulau Jawa belajar dan bagaimana teknologi digital memengaruhi gaya belajar mereka. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan netnografi. Populasinya adalah illustrator yang tinggal di Pulau Jawa dengan teknik accidental sampling dalam menarik sampel. Pengumpulan data dilakukan dengan teknik menyebar angket online, melakukan wawancara dan observasi komunitas ilustrator di grup Facebook “Ilustrator Indonesia”. Hasil penelitian menunjukan mayoritas ilustrator memiliki minat tinggi dalam mengembangkan kemampuan iustrasinya terutama dalam pengembangan teknik menggambar. Selain itu gaya belajar dominannya adalah visual namun masih memiliki kemampuan belajar secara auditori dan kinestetik. Dalam kegiatan belajarnya para ilustrator sangat dipengaruhi oleh teknologi digital dan internet. Para ilustrator menggunakan internet terutama Instagram, Youtube dan Pinterest dalam belajar dan menggunakan media sosial di internet untuk membentuk komunitas dan berkomunikasi
... In line with mainstream education, the use of mobiles in language learning, or what is currently known as mobile-assisted language learning (MALL), gained much popularity (Kiernan and Aizawa, 2004;Hwang and Fu, 2018), as it was included in the foreign language curriculum and offering new learning devices to the net generation (Oblinger and Oblinger, 2005). MALL has received much interest because of its authentic and contextual language learning experiences (Chinnery, 2006;Kukulska-Hulme, 2006;Shadiev et al., 2017;Cheng and Chen, 2022). ...
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Over the past decades, English as a foreign language (EFL) learning has witnessed a heightened interest in the role of mobile-assisted language learning (MALL) in vocabulary learning. To shed more light on the impact of MALL on vocabulary learning, this study, employing a quantitative longitudinal design, aimed at examining the impact of a MALL programme on 139 EFL learners’ vocabulary learning attitudes and self-regulatory capacity. To this end, this study investigated the latent change score models of the learners’ vocabulary learning attitudes and self-regulatory capacity over time. Over the course of 1 year, various mobile applications were integrated into the regular English language instruction of the learners. The required data were collected via administering vocabulary learning attitude and self-regulating capacity in vocabulary learning scales. The data were analysed applying latent growth curve modelling to examine the participants’ longitudinal trajectories and patterns of change in the two waves of collected data. The fit indices of the latent change models revealed an increase in both the EFL learners’ vocabulary learning attitudes and their self-regulatory capacity during the 1-year MALL programme. The analysis of between-person differences also indicated that changes in both variables were positively correlated.
... Consequently, the main purpose and obligation of every modern state is to properly prepare children and adolescents for tomorrow's increasingly complex technological world (Anastasiades, Vitalaki, & Gertzakis, 2008). The labeling of the current youngest generation as a "net generation" (Oblinger & Oblinger, 2005) or a "digital generation" (Livingstone, 2003) confirms findings at the European and global levels regarding systematic internet use in adolescence and childhood (Haddon, Livingstone, & EU Kids Online network, 2012;Livingstone, Haddon, Görzig, & Ólafsson, 2011;Livingstone & Helsper, 2007;Valcke, Schellens, Van Keer, & Gerarts, 2006). ...
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The chapter negotiates teachers’ and principals’ perspectives on the current issue of students’ risky online behaviors as well as the role of their resilience in their perspectives under study. In the introduction of the chapter, it is highlighted that the use of new technologies and especially the internet, except for the educational and social-interpersonal benefits brought to students’ daily lives, can also be considered as an “arena” where risky behaviors can be developed. Specifically, the chapter presents the most frequently recorded risky online behaviors among elementary and adolescent students. This fact implies the imperative need the chapter to present teachers’ and principals’ related perceptions, as according to the Theory of Planned Behavior (TPB), people’s perceptions on a specific issue can predict their related behavior towards it. The chapter reveals differences between teachers’ and principals’ perceptions based on their position at school. Furthermore, the effect of demographic characteristics on these perceptions is discussed. The second part of the chapter focuses on the important role of teachers’ and principals’ resilience in their perspective towards the issue under study. This is of major importance considering the aftermath of the global financial crisis as well as the current period of the Covid-19 pandemic, which have negatively affected school staff’s emotionally and professionally. The chapter concludes with basic guidelines of the school prevention actions regarding students’ risky online behaviors as well as the different ways in which teachers and principals can contribute to this issue. Finally, the need to enhance school staff’s resilience in their work environment is emphasized, in order to contribute in a more active and responsible way towards current school issues that affect students’ mental well-being.
... However, the transference to OL has resulted in Saudi Arabian students being faced with several barriers. OL is "wholly online" learning whereby the students learn outside the classroom and, in using online platforms, they receive distance learning (Oblinger et al., 2005). According to Junco et al. (2013), an online delivery approach can provide wellorganized and appropriate ways so that the students achieve their educational goals. ...
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Purpose This study investigated the factors affecting online learning (OL) and stress and anxiety (SaA) during the COVID-19 pandemic in Saudi Arabia. Design/methodology/approach This study used a quantitative study and a survey questionnaire to collect the cross-sectional data. The authors sent 500 survey questionnaires to the respondents of which 262 samples were returned. This represented a 52% response rate. Finally, this study used 260 valid samples to derive this study’s findings. Findings Through structure equation modelling analysis, this study’s findings demonstrate that lack of time and support, technical problems and lack of technical skills negatively affect OL. In addition, this study’s findings show that cost and access to internet has a significant effect on OL. Finally, this study’s findings show that among Saudi Arabian university students OL is the significant predictor of SaA. Practical implications This study’s findings offer university authorities meaningful ways to identify replacements for the usage of harmful devices to lessen psychological problems during the COVID-19 pandemic. By pointing out students’ significant challenges and barriers during OL, this study’s findings support the smooth and parallel running of OL. Such challenges cause deprivation and frustration among the students. Therefore, to some extent, it may be a violation of their human rights. In this way, this study’s findings demonstrate how to overcome these violations. Originality/value By exploring the significant challenges faced by Saudi Arabian university students, this study’s findings offer an original and empirical contribution to the literature.
... There are some definitions of generations that have been proposed, namely Baby Boomers, Generation Xers, Generation Y/Millenial, and Post Millenials [48,49]. For the purpose of this research, the definition is described as follows: Silent (Born 1928- Some researchers stated that there could be relationships between generation (age) and certain food/drink consumptions [24,50,51]. ...
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Coffee beverage consumption has become more important in the recent years and has touched the lifestyles of the old and young people. The research of coffee consumption, especially in relation to the lifestyles of the people, therefore needs to be intensified. The purpose of this study was to compare the contribution of regulation and lifestyle in determining coffee drink consumption among old and young consumers. The theory adopted was the SOR (stimulus-organism-response) theory and the AISAS (attention-interest-search-action-share) model approach. Data were collected online in April-May 2020, and obtained 413 valid respondent data, which consist of 207 old respondents and 206 young respondents. The results showed that the lifestyle variable had positive effects on attitude and search behavior of both young and old generations. The lifestyle variable also had significant effects on coffee consumption for both generations. The regulation variable had positive effects on attitude and action of young coffee consumers, but it had no effect on attitude, search and action of old consumers. The research suggests that, to increase coffee consumption, better regulation approach should consider the age of the consumer. Especially, more attention should be paid for the regulation on coffee marketing for older generation.
... Hence, one of the challenge in field of education is the difficulty of most of the instructors (Digital Immigrant), who does not belong to digital age. Oblinger & Oblinger (2005) writes that "the Net Generation" that grew within technologically rich environment have different hopes as well as have different style of learning. Students studying in university today have seen significant proliferation of technology with a parallel boost in the use of the internet which plays important role in their daily lives. ...
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2000-2010 was the period of development of web 2.0 which could allow for growth and sustenance of social networks and hence, it was during this period that there was a boom of Social Networking Sites (SNSs) which are now seamlessly woven into the daily lives of about 2.62 billion people around the globe. Availability of cheaper smartphones, affordable and faster internet services have increased the reach of internet; with reports of Internet And Mobile Association of India (IAMAI) providing an estimate of approximately 456 million mobile internet users in India by June 2018.Teenagers, young adults are identified as the most prolific users of internet and SNSs thereby increasing the concerns to understand ways in which SNSs are influencing and shaping the world of the Net Generation students. It is important to understand how students can leverage social networking technologies to enhance interaction among themselves, with their teachers, and use it for knowledge sharing. The aim of this review is to understand the positive and negative effect of SNSs on the academic performance of the students, to figure out which aspect significantly influence the academic performance and to propose solutions to mitigate identified negative effects.
... Gen-Y, generasi Y atau generasi millennial adalah generasi yang lahir pada tahun 1981-1995 (Oblinger & Oblinger, 2005). Generasi millennial lahir dan tumbuh di zaman yang sudah serba canggih, ketika dunia menjadi serba digital dan online, generasi ini melihat dunia dengan cara yang berbeda, yaitu dengan berselancar di dunia maya sehingga tak ayal informasi yang mereka dapat lebih up-to-date. ...
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Penelitian ini dilakukan berdasarkan adanya fenomena tingginya turnover intention pada perusahaan yang salah satunya dimungkinkan disebabkan rendahnya work engagement, oleh sebab itu penelitian ini bertujuan untukmengetahui pengaruh work engagement terhadap turnover intention pada karyawan. Pendekatan penelitian ini menggunakan pendekatan kuantitatif dengan jenis korelasional. Populasi penelitian ini adalah karyawan operatorproduksi PT. Tri-Wall Indonesia yang berjumlah 100 karyawan dengan sampel penelitian sebanyak 50 karyawan generasi millennial yang ditentukan dengan teknik purposif. Metode pengumpulan data menggunakan skala. Analisis data dilakukan dengan analisis deskriptif dan analisis regresi linear sederhana. Hasil penelitian ini menunjukan bahwa terdapat pengaruh negatif work engagement terhadap turnover intention dengan r = -0,475 p = 0,000. Variabel work engagement berkontribusi sebanyak 70,5% terhadap turnover intention. Dalam penelitian ini partisipan memiliki tingkat work engagement sedang dengan jumlah 39 karyawan (78%), sedangkan turnover intentionmemiliki tingkat sedang dengan jumlah 34 karyawan (68%).
... The fourth type, online learning refers to distance learning via the Internet (Benson, 2002;Conrad, 2002). Lowenthal et al. (2009) identify that online learning is the technology medium or context within which it is used, whilst Oblinger et al. (2005) describe online learning as 'wholly' online learning. The last in this list, mobile learning (ML), uses mobile digital technologies to enable learners to overcome the constraints of location and time (Rimale et al., 2016). ...
Thesis
Mobile technologies have changed many ways in which entire societies look at and use information. Rapid developments in the field have radically altered how we communicate, collaborate and interact via these technologies and this has had a deep impact on the educational sector, which is expanding almost daily as technologies become increasingly integrated and available to learners and teachers of all ages. Mobile learning (ML) has been increasingly employed both in student learning and in teacher training and flipped learning (FL) has been recognised as an innovative and effective instructional approach that has recently gained prominence. In this era, learning as well as training environments have become more diverse, from traditional classroom environments to the latest online video conferencing applications. Each environment has its advantages and disadvantages, however, and this research examines the potential benefits of delivering mobile learning in a flipped (learner-centred) format. The integration of mobile learning with flipped learning is known as flipped mobile learning (FML) and is an attempt to overcome the disadvantages of each learning method on its own. By combining the advantages of each in a university teachers’ continuing professional development programme (CPD), this research aims to better understand the perceived and actual effects of the FML approach. The study investigates whether FML improves the electronic lecture (e-lecture) skills of university teachers in a leading university in Saudi Arabia, with a view to increasing the use of e-lectures in higher education (HE) institutions in this country. Additionally, this research explores university teachers’ opinions of the concerns, challenges, and affordances of the FML approach to determine whether FML is viable for teaching large numbers of students. It is proposed that FML could make this possible at low cost, thus addressing teacher shortages as well as allowing women to transcend current gender segregation restrictions in Saudi Arabian education. The underpinning theoretical framework for this thesis was based on the concept of Technology, Pedagogy, and Content Knowledge (TPACK), expressed through three groups for FL, ML, and FML. A pragmatic research paradigm and a mixed research approach were employed with a quasi-experimental and multiple interventions approach. Participants were Saudi female university teachers in a range of different academic positions and disciplines. They were each assigned to one of three groups; the first group trained in an FL environment, the second were trained using ML, and the third via FML. This research used multiple methods in order to achieve the aims. Data analysis compared the perceived outcomes of FL, ML, and FML CPD on university teachers’ e-lecture skills through questionnaires before and after the experiment. An evaluation product card was used by the researcher before and after CPD to identify the actual outcomes of FL, ML, and FML CPD on the university teachers’ e-lecture skills. This was followed by semi-structured interviews to record rich data about the university teachers' opinion of FML. Overall, the findings indicate that, first, by looking at the perceived and actual skills of creating e-lectures in general, the findings show there are improvements from pre- to post-measures in favour of the group trained via FML but these differences were not significant. Second, with regard to the three main perceived and actual skills of creating e-lectures, the findings show that there are statistically significant differences in favour of the group trained via FML. Third, with regard to each perceived and actual sub-skill of creating e-lectures, there are statistically significant differences in some sub-skills in favour of the group trained via FML; however, the remaining sub-skills showed statistically significant differences in favour of the groups trained via FL and ML. The qualitative analysis illustrates the teachers’ opinions about FML, which were positive. Data on the benefits and difficulties of applying FML were gathered. The findings presented in this dissertation contribute to our current knowledge of FML and its potential to deliver low cost, effective teacher training which can be implemented easily and with readily available devices. The study also contributes to our knowledge of university lecturer training and, since teacher training is associated with student quality, effective training via FML could lead to obtaining a higher quality for student learning within higher education institutions. The findings could aid in making recommendations to policymakers in higher education in KSA and may contribute new data to the growing body of research on the effects of ML and FL on individual performance.
... With young people's unique technological learning behaviors, this generation does not just want lectures during teaching and learning activities but favors experiential learning with instant feedback. Young people seek to collaborate with their peers to make decisions through functioning at high speed and multitasking in their own time utilizing technology-based learning resources (Dede, 2005;Oblinger & Oblinger, 2005;Prensky, 2011;Tapscott, 2009). Consequently, emerging technologies have become more widespread in contemporary HE classrooms. ...
Chapter
The COVID-19 pandemic has had a significant impact on higher education (HE) across the globe, including in Bangladesh. The Bangladeshi HE system is going through an abrupt transition and transformation to cope with the crisis. This chapter is based on data collected from teachers and students of Bangladeshi public and private HE institutions regarding teaching and learning during the COVID-19 lockdown. In Bangladesh, some universities switched to online distance teaching and learning quickly during this period, and others lagged behind in this regard. Teachers and students from both groups of public and private universities participated in the study, including those who attended online teaching and learning activities and those who did not participate. This chapter highlights both teachers’ and students’ perspectives regarding students’ future preparedness for participating fully in the changing landscape of HE, especially technology enhanced teaching and learning. Understanding these perspectives of teachers and students is important to address the digital divide and social justice issues in the policy and practice. Within the HE sector in Bangladesh, it is especially vital while transforming its education system and adapting emerging technologies to address the challenges of education in future emergencies.
... Bourdon (2002), in turn, notices that most of the limitations attributed to CAQDAS software arise when researchers who decide to take it into use treat it as a handy or convenient tool instead of a fully integrated component of the research project itself. As underscored by O'Neill et al. (2018), CAQDAS programs should not be treated as a process separate from the overall research methodology (Leitch et al., 2016;Oblinger & Oblinger, 2005;Sinkovics & Alfoldi, 2012). ...
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We intend this article to be predominantly for researchers who would like to use software of the CAQDAS family in their research projects. Our experience as researchers and CAQDAS instructors shows that the introduction of software into the analytic process often poses a challenge. This is true for both novice and more seasoned researchers with entrenched habits of conducting research in a traditional manner. The literature available provides few answers to the questions preoccupying inexperienced users; our aim is to close this gap by providing useful information. We discerned major problem areas for scholars who are just setting off on their journey with CAQDAS. We tackle these issues in our article by providing replies to key questions: Is CAQDAS for me? How can I effectively search for and identify a suitable program? What should I bear in mind when using CAQDAS? By pitting benefits against limitations of CAQDAS implementation, we intend to address the expectations of using software in research.
... Zahvaljujući razvoju tehnologije, pojam okruženja za učenje (engl. learning environment) proširen je na virtuelno okruženje, koje je pored tradicionalne učionice, postalo značajno mesto za učenje (Oblinger & Oblinger, 2005 ...
Article
The purpose of this study is to determine contributory factors to students' self-efficacy and barriers in online learning during the COVID-19 pandemic. This research used a quantitative-cross sectional with the 202 student nurses of the College of Nursing, University of Hail. These students were chosen through convenience sampling. Data gathering was between November and December 2021. The frequency and percentage were used to analyze the demographic characteristics and the identified barriers. The results show a significant difference between gender and online environment (t=-3.807; p<.001), time management (t=-2.651; p<.009), and technology (t=-2.902; p<.004) was established. The age was not significant difference with online environment (F=.103; p>.902), time management (F=1.408; p>.247), and technology (F=.750; p>.474). In addition, the level of proficiency was found no significant difference in the online environment (F=1.986; p>.098), time management (F=1.026; p>.395), and technology (F=2.231; p>.067). Lastly, the grade point average (GPA) was also found no significant difference with the online environment (F=.923; p>.490), time management (F=.743; p>.636), and technology (F.449; p>.870). The weak internet connection has the highest percentage (43.6%) followed by poor presentation materials of instructors (34.2%) as the identified barriers to self-efficacy in online learning education. In conclusion, educational institutions need to understand the factors that influence student attraction and motivation to continue taking online studies in the future.
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Dem Einsatz von Multimedia-Lernen in Hochschulen wird heute eine wachsende Bedeutung zugemessen, wobei in den letzten Jahren Podcasts (Produktion und Dissemination von Mediendateien über das Internet) stark zugenommen haben. Im Rahmen dieses Papers soll ein konzeptueller Beitrag zu einer didaktisch und psychologisch optimierten Konstruktion und Evaluation der Wirksamkeit von Podcasts bei Fernstudienkursen geliefert werden. Basierend auf der "Cognitive Load Theory", der "Cognitive Theory of Multimedia Learning" sowie den Ansätzen von Wirklichkeitstransfer und "Visible Author" werden Podcasts entwickelt und diese während des Produktionsprozesses in einem explorativen Beobachtungsverfahren untersucht und, parallel dazu, in Usability-Analysen getestet im Hinblick auf Aufmerksamkeitssteuerung, Kognitionsprozesse, Interaktion mit dem Computer und emotionale Wirkung. Im Kontext des didaktischen Settings werden in einem Quasiexperiment diese Podcasts für Lerngruppen eingesetzt und für andere Kontrollgruppen nicht. Die Lernmuster und Lernleistungen der Studierenden werden registriert und analysiert. Auf der Grundlage der Resultate wer-den wissenschaftlich begründete Schlussfolgerungen über die Wirkfaktoren optimaler Podcasterstellung sowie Aussagen zur Lernwirksamkeit von Podcasts abgeleitet. Der vorliegende Beitrag stellt die theoretisch-methodische Modellierung vor.
Article
During ages, new and innovative learning technologies are often criticized or rejected, while their full acceptance is commonly delayed. As a result, the progress of Smart Learning Environments is noticed nowadays to be delayed, while educator debate about the technology used in classroom effectiveness. Author’s objective is to explore potential factors in order to render modern communication devices such as mobile phones and tablets suitable for learning in schools, taking into consideration possible advantages or disadvantages. In the case that students use mobile devices during learning procedure, a shortage of suitable content as well as adequate integration of educational and edutainment systems employing gamification techniques within the school framework. These factors are considered to be sufficient enough to strengthen and improve learning experience and effectiveness.
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Manajemen ASN Outlook adalah terbitan berkala dari Lembaga Administrasi Negara, yang dalam edisi perdana ini bekerjasama dengan Tanoto Foundation yang disusun untuk merespon isu-isu kontekstual seputar manajemen ASN. Visi Indonesia 2045 sebagaimana termuat dalam RPJMN, yang menghendaki Indonesia menjadi negara maju adalah menjadi fokus utama dalam penerbitan outlook perdana. Secara umum tulisan dalam terbitan ini menekankan pentingnya peran dan kontribusi ASN yang berkualitas serta profesional dalam mewujudkan visi tersebut.Digitalisasi birokrasi menjadi salah satu kata kunci penting dalam membentuk dan membangun smart ASN yang lebih mampu menjalankan tugas dan fungsinya di tengah-tengah perubahan dan tekanan pandemik. Kecrdasan buatan, big data, komputasi awan dan IoT adalah pendorong utama perlunya digitalisasi dilakukan. Sehingga penggunaan teknologi informasi dan komunikasi (TIK) dalam business process birokrasi sudah selayaknya menjadi salah satu prioritas. Tulisan pertama di bagian introductory menguraikan bagaimana smart ASN dapat terwujud dan menjadikan birokrasi digital kita menjadi berkelas dunia. Perubahan cara pandang bagaimana birokrasi bekerja dengan flexible working arrangement menjadi highlight penting dalam tulisan pertama ini. Dari sudut pandang praktek kebijakan, Outlook perdana ini mengusung isu sistem rekrutmen Calon ASN yang akan menghasilkan birokrat yang unggul dan tangkas. Bagaimana menjaring talenta terbaik dari pasar kerja agar tertarik untuk bekerja di birokrasi menjadi PR penting melalui sistem rekrutmen yang fair dan transparan. Sistem Computer assisted Test (CAT) yang sudah dilaksanakan sejak 2013 menjadi salah satu tonggak terpenting dalam membangun sistem rekrutmen calon ASN yang profesional. Namun demikian, isu afirmasi juga tetap menjadi catatan penting karena secara faktual masih terdapat kondisi kesenjangan distribusi sumber daya manusia yang memerlukan treatment khusus, termasuk potensi diaspora yang dapat dimaksimalkan untuk bergabung ke dalam dunia birokrasi. Topik sistem rekrutmen ini dimuat dalam tulisan kedua di Outlook ini.Tulisan ketiga menyoroti sistem merit dalam hal evaluasi penyusunan kamus kompetensi teknis dan standar kompetensi jabatan. Hal ini terkait dengan bagaimana menjamin manajemen ASN dapat dilakukan secara profesional. Diskusi dalam tulisan ini bersifat evaluatif, untuk mengangkat isu kamus kompetensi teknis yang diperlukan dalam sebuah penyelenggaraan sistem merit, demikian pula dengan pentingnya standar kompetensi jabatan. Dengan fakta bahwa kinerja penyusunan kamus kompetensi jabatan masih jauh dari harapan, tulisan ini seolah mengingatkan kembali kepada seluruh Kementerian, lembaga dan Pemerintah daerah untuk segera melakukan penyusunan kamus kompetensi sebagai amanat dari Permenpan 38/2017. Sasaran pentingnya adalah untuk memastikan bahwa ASN tidak hanya memiliki kemampuan umum saja, namun juga siap ketika berhadapan dengan permasalahan teknis yang menuntut profesionalitas. Pandemi Covid-19 yang sudah berlangsung hampir 2 tahun tentunya menjadi latar belakang penting dan kondisi yang tidak terhindarkan dalam penyelenggaraan manajemen ASN. Berbagai isu turunan muncul dari ekspektasi bagaimana pengelolaan ASN yang dapat mengantisipasi dan menjamin tetap terselenggaranya fungsi-fungsi birokrasi secara maksimal. Tantangan dan kecenderungan manajemen ASN ke depan juga menjadi perhatian dalam outlook perdana ini. Otomasi akan menjadi tantangan serius bagi dunia kerja ASN ketika seluruh jenis pekerjaan, khususnya yang bersifat klerikal akan digantikan oleh robot atau sistem. Sehingga demografi ASN pun akan mengalami perubahan signifikan, di mana generasi milenial mulai mendominasi, tidak hanya dari segi kuantitas, tetapi juga kualitas dan kompetensi yang lebih melek teknologi. Ke depan, rekrutmen ASN seharusnya menjadi lebih fleksibel karena menyesuaikan tantangan perubahan lingkungan yang begitu cepat. Demikian pula dalam pola karier yang memberi ruang berkembang yang cukup bagi ASN yang bertalenta tinggi. Demikian pula dengan pembelajaran berbasis e-learning akan mendominasi pemenuhan kewajiban pengembangan ASN dibandingkan metode klasikal. Ulasan mengenai tantangan ke depan ini disusun dalam tulisan yang kelima. Tulisan terakhir masih berhubungan dengan proyeksi dan tantangan manajemen ASN ke depan, namun mengangkat tema yang lebih spesifik yaitu bagaimana mendorong ASN memiliki kemampuan atau kompetensi people analytic. Dalam tulisan ini juga ditekankan pentingnya human capital management dalam manajemen ASN, melalui strategi, struktur, teknologi, SDM, dan kultur/budaya. Dalam hal ini ASN perlu melakukan upskilling dan reskilling agar mampu menghadapi tantangan ke depan. People analytic yang efektif dapat meningkatkan kinerja organisasi yaitu melalui enablers(pendukung), products, stakeholders dan tata kelolanya. Pada bagian akhir disajikan data profil ASN terkini yang bersumber dari Badan Kepegawaian Negara (BKN), sebagai referensi yang akan selalu diupdate dan disajikan dalam setiap penerbitan outlook. Bagian ini menjadi salah satu cara updating data ASN agar terjadi diseminasi dan advokasi ke mitra kerja atau pembuat kebijakan di bidang ASN secara khusus dan publik secara umum terkait profil ASN yang utuh.
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