Generation Z and Learning Styles
Abstract
Due to technological evolution and digitalisation education has encountered many changes in the last decade. Students as a part of educational system bring their own footprint on it through their learning styles. Therefore, the aim of this study is to evaluate the learning styles of a group of undergraduate and postgraduate students. The achievement of this goal is realised through a questionnaire applied to a sample of 114 students. Particularly, I have used the Felder & Soloman Index (ILS), which is specifically evaluating four learning dimensions: processing information; perceiving information; receiving and understanding information. In order to shape the students’ learning styles, the statements were grouped in three categories and had a five - point Likert scale for evaluation. Even if at first glance the problem of learning styles is considered a simple task, through further analysis I realised that it is a complex process. Understanding and defining the students’ leaning styles is particularly important because this is the key of their active involvement. In this context, Z generation is identified with an auto-didactic and independent learning type and also with a strong desire to choose what and how to study.
... Their learning preferences lean toward a more flexible curriculum, with about 70% of Gen Z learners wanting to acquire skills applicable to real-world problems. They are also driven by occupations that have a greater purpose in helping society [5][6][7]. ...
... Gen Z learners do not favor receiving information passively [8]. Long lectures and printed books are not highly rated as preferred learning methods, leading to less engagement and poorer performance with traditional forms of lecturing [6,9]. Therefore, new pedagogical approaches are needed to improve learning outcomes in biomedical engineering courses. ...
Challenge
As biomedical engineers revolutionize medicine, biomedical engineering programs must adapt to the diverse learning styles of the current student population. Students are learning in new ways and instructional strategies need to be adopted.
Novel Initiative
Understanding generational attributes is crucial for developing effective teaching pedagogy. Generation Z, also known as “zoomers” and “digital natives,” will dominate higher education for the next decade. In response to the shift of how students are learning, a new teaching method called Prediction Problem-Based Learning (PPBL) was implemented in an undergraduate Biomechanics course. PPBL combines the retrieval of information with problem-based learning to enhance student engagement and active learning.
Reflection
Comparing this method to traditional teaching approaches demonstrated significant improvements in a course learning outcome and exam performances among students exposed to PPBL. These results suggest that PPBL fosters a deeper understanding of the material and promotes a more effective learning strategy. Further analysis and testing of this method are recommended to confirm its efficacy and explore its potential for broader application in biomedical engineering educational courses. This innovative approach aligns with the needs of Generation Z learners, who thrive in interactive and technology-enhanced educational environments, thereby providing greater opportunities for academic success and professional preparedness.
... Toplumlar arasındaki doğum oranlarındaki farklılıklar, sosyal ve kültürel yaşamdaki farklılıklar, bilim ve teknolojideki gelişmeler, küreselleşme gibi faktörler kuşakların adlandırılmasında ve gruplandırılmasında önemli rol oynamaktadır. McCrindle'a göre her yaş grubunun kuşaklar arası sınıflandırması, zaman dilimine göre birbirinden farklılık göstermekte ve bu farklılıklar bireylerin sosyal ve iş hayatındaki davranışlarını değiştirmektedir (İnce, 2018 Z kuşağının kendi kendine öğrenme konusunda duydukları belirgin istek, onların öğrenmeyi hırslı, bağımsız ve kişisel gelişime odaklı olarak gördüğünü ortaya koymaktadır (Iftode, 2019). Z Kuşağı, başkalarının hayatlarında bir fark yaratmaya, başkalarını hayal kırıklığına uğratmamak için verdikleri sözleri tutmaya ve inandıkları şeyleri savunmaya motivedir. ...
Günümüz iş hayatında Z kuşağı aktif olarak görev almaya başlamıştır. Diğer kuşaklarla beraber çalışmaya başlayan ve onlardan belirgin farklılıkları olan bu kuşağın anlaşılması, yeteneklerinin yönetilmesi çalışma hayatına yeni başlayan Z kuşağı bireylerin iş performansı, iş tatmini ve işten ayrılma niyeti açısından önem taşımaktadır. Araştırma, özel sağlık sektöründe Z kuşağında yetenek yönetimi algısının iş tatmini ve işten ayrılma niyeti üzerine etkisini belirlemek üzere yapılmıştır. Araştırmaya Özel Sektör Grup hastanelere yönelik 28 hastanede görev yapan Z kuşağı 338’i kadın, 182’si erkek olmak üzere 520 hastane çalışanı katılmıştır. Araştırmada elde edilen verilerin analizinde SPSS 22.0 ve AMOS 24 istatistik programları kullanılmıştır. Araştırmaya katılan çalışanların demografik özelliklerinin analizinde bağımsız gruplar t testi ve Anova analizi, çalışanların ölçek düzeylerini belirleyen boyutlar arasındaki ilişkiler pearson korelasyon analizi ve hipotezleri test etmek için regresyon analizi kullanılmıştır. Z kuşağı çalışanlarının demografik verilerinin analizi sonucunda bekar çalışanların evlilere göre sırası ile ev arkadaşı, ebeveynleri ile ve yalnız yaşayanların eş, eş ve çocukları ile birlikte yaşayanlara göre iş tatmin düzeylerinin daha yüksek olduğu tespit edilmiştir. İşten ayrılma niyetinin işe evlilerin bekarlara göre daha yüksek olduğu, eş, eş ve çocuk ile yaşayanların, ev arkadaşı, ebeveynleri ile birlikte ve yalnız yaşayanlara göre daha yüksek olduğu görülmüştür. Yapılan hipotez testleri sonucunda yetenek yönetimi algısının iş tatminini olumlu etkileyerek %24.2 oranında açıkladığı, işten ayrılma niyetini ise negatif etkileyerek %18.8 oranında açıkladığı belirlenmiştir.
... The observed variation in behavior related to age is consistent with prior studies that have shown older persons, especially those who are more susceptible to risks, tend to exhibit more cautious and riskaverse behaviors in times of health crisis (Bruine de Bruin 2020). Moreijems Innovative Marketing Approaches [227] over, the inclination towards digital payment methods among younger participants reflects the societal transition towards technologically advanced payment options, as noted by Iftode (2019). ...
The COVID-19 pandemic has presented unparalleled difficulties, requiring flexible and adaptive responses from both societies and enterprises. This study aims to analyze new marketing techniques and operational adjustments that have emerged in response to the global crisis, focusing on their impact on customer behavior and purchase choices. Utilizing an abductive paradigm with a sequential exploratory design, we combined qualitative and quantitative research approaches. We gathered data from a sample of 204 Slovenian respondents through an online survey, which underwent rigorous examination using structural equation modeling (SEM). Our findings reveal significant shifts in customer behavior, notably a transition towards online retail platforms. Education also appears to play a crucial role in influencing consumer behavior changes, especially within the pandemic's complex context. Additionally, changes in income distribution directly affect product demand dynamics in the market. The practical significance of this study is emphasized by the actionable suggestions it provides to policymakers and organizations. These recommendations equip them with the necessary understanding to effectively adjust their strategies to meet the changing demands and preferences of customers to prepare for future possible crises.
... Additionally, serious games create a safe environment for students to experiment with agile practices and gain a deeper understanding of their benefits and challenges. Generation Z students are digital natives and focused on practical study methods with direct implications for real life (Iftode, 2019). By incorporating serious games into agile education, students can develop a practical understanding of agile methodologies and improve their ability to apply them in real-world scenarios. ...
The article highlights a flexible and adaptable approach for the development of game like activities for higher education students from Politehnica University of Timisoara, Romania. The approach embraces agile methodologies to guide the iterative development process of educational games and consists of several key elements. First, it underlines the importance of defining clear learning objectives and aligning them with the game’s design. Second, it encourages multidisciplinary collaboration between teachers and instructional designers to deliver relevant information to students, but also appropriate to their learning styles and needs. Regarding engineering problems and methods, students frequently encounter several difficulties. For this reason, the article attempts to provide an organized and engaging learning environment that encourages active participation and information retention. In industrial engineering, most of the students’ exposure is to theoretical materials; nevertheless, there are several ways to give them practical experience with the topics they are studying. Using a comprehensive review of the literature, the article explores the pedagogical benefits, challenges, and practices associated with the use of agile methodologies in education. Agile methods are very based on collaboration, teamwork, flexibility, and participation, and help create a more relaxed learning environment to support students' increasing need for control over their learning path. Throughout regular communication and feedback cycles, students can iterate on content and pedagogical approaches, resulting in activities and games that are more engaging and effective for learning. In the end, the paper presents the conclusions of the authors on the current advantages and limitations of using this approach based on agility and game-based learning in higher education.
... Research on their learning styles is still emerging. Still, some studies (Iftode, D. 2019, Howe, N., & Strauss, W. 2000 suggest that they are more attuned and readily disposed to visual and interactive forms of learning. There is a general belief that they strongly desire instant gratification and feedback and are more adept at multitasking than previous generations (Howe & Strauss, 2000;Koulopoulos et al., D. 2016). ...
This research investigates a cohort of Gen Z students’ learning attributes to understand their learning styles. In this study, we applied Bloom’s Taxonomy as a framework to understand the cognitive learning strategies of Gen Z students and explore the development of corresponding and effective learning and appropriate assessment approaches for their academic success. A survey of Business students at a medium-sized southeastern (US) university was conducted. The results indicate a significant positive relationship between the dependent variable, taking information apart, and exploring relationships to some of the Bloom Taxonomy attributes as independent variables.
... It is also worth noting that this generation appreciates globalization; they are even called Generation Z who are very familiar with using technology and online platforms in which English is the first language of its leaders and influencers all over the world (Iftode, 2019). The internet and social media have made most of young learners open to the world. ...
This research aims to identify the motivation types of second language learners (SLLs) and to
determine motivation factors that influence second language acquisition (SLA). The purpose of the
study is to investigate how SLLs’ motivation affects their learning process and how learners’
different circumstances can affect that motivation. Participants’ status ranged from students and
undergraduates to employed and postgraduates; however, the majority were Egyptian students.
A questionnaire was used as the primary instrument to collect data. Results indicate that the most
prominent type of motivation is the intrinsic followed by the integrative, instrumental, and finally,
the least prominent, extrinsic motivation. Moreover, motivational factors, such as a healthy
learning environment and useful resources greatly affect a learner’s motivation in SLL; the factor
of teacher’s attitude towards the SL also has an impact on motivation in a strong way although
seemingly not as vital as the previous two. Relationships are also perceived to either have a positive
or neutral effect on second language learning for a person, indicating that the modern-day students
and undergraduates value a relationship that supports their personal, professional, and
relationship lives. It is recommended that language instructors should employ motivation type
detection strategies to identify and cater for the different motivation types. They should also
provide a healthy learning environment with proper and ample learning materials and activities
to ensure a successful language learning process that would contribute to achievement of the
sustainable development goals in education.
This chapter explores the integration of digital tools in entrepreneurial education, specifically focusing on the digital tool KABADA (Knowledge Alliance of Business Idea Assessment: Digital Approach) and its impact on the entrepreneurial intentions of Generation Z students at the University of Monastir, Tunisia. The study situates itself within the broader context of the Sustainable Development Goals and the European Union’s Digital Education Action Plan, emphasizing the role of digital transformation in enhancing educational practices. By employing a quasi-experimental design, the research compares the outcomes of entrepreneurial workshops utilizing KABADA against traditional methods, highlighting the tool’s efficacy in fostering entrepreneurial knowledge and intentions. Key findings underscore the importance of incorporating digital technologies in higher education to align with global market demands and prepare future entrepreneurs. The chapter concludes with recommendations for educators and policymakers on leveraging digital tools to support sustainable and innovative entrepreneurial education.
With the advent of digital technologies, the learning process has become increasingly multifaceted and diverse, adapting to the demands of society, the conditions of educational content, and the prerequisites for students’ development. To provide the necessary support to students and feedback (online communication with the teacher, the opportunity to improve your knowledge with additional tasks, receiving immediate results for the completed work, etc.) in the digital environment, it is important to realize the personalization in the learning process, where the teacher understands the individual needs of students, promotes students’ motivation to learn and is aware of their individual growth. The case study confirms that developing a digital tool (www.pavelsjurs.lv) for learning history and culturology, where
it is possible to provide feedback to the student, can offer a personalized approach to the learning process. The authors will use real-world examples to demonstrate the application of personalized learning. The chapter aims to update the theoretical aspects of students’ digital competence formation and offer a case study approach to developing an interactive learning platform for students, to describe different pedagogical solutions for improving the history and culturology learning process
at the secondary school stage.
Most successful people can identify with the role played by a mentor. Their personal and professional growth is guided by a mentor. Effective mentoring relationships are vital for professional identity. This bond is built on mutual trust, respect, and communication. Success of a mentorship lies in the type of model used, mentor–mentee qualities, the stages the relationship goes through and the environment. So, the coronavirus outbreak left us overwhelmed with not only online classes and assessments but also a ‘work/study from home’ culture, which both faculty and students had not encountered before. This has led to so many issues including network problems, lack of bedside teaching, and social distancing among many others. The role of a mentor has become all the more crucial now in these difficult times.
The present chapter shall address the needs of the mentees and the responsibilities of the teachers as a mentor not only during routine times but also during difficult times such as the COVID-19 period by being proactive and extending beyond boundaries by ensuring a humane approach. To fulfil these responsibilities, the mentor should adopt a new set of mentoring skills. The experiences regarding mentor–mentee relationships in the educational field, research, and practice will be highlighted. A need for evaluation of modified mentoring programmes shall also be emphasized.
The article deals with theoretical description of
contemporary problems in the area of young people
education. The article also offer discourse to the terms
like education, learning process, learning style and
generation group Z. The aim of the submitted article is to
diagnose the preferred learning styles of generation group
Z from the selected secondary technical school and to find
the relationship between diagnosed learning styles and
the learning results from the general educational subjects.
The achievement of the aim was conditioned by the
selecting of diagnostic collection tools, setting of the
research questions and the research hypotheses, the
establishment of the research methods, the definition of
the research sample, processing and statistical evaluation
of obtained data, interpretation and finally, the summary
of the results. The analysed data have been obtained by
using the standardized (valid, reliabile) questionnaires.
Particularly have been used VARK and LSI IIa)
questionnaire. VARK means visual, arual, write/read and
kinesthetic questionnaire. LSI IIa) means learning style
inventory in revised version. The research methods used
in processing of the paper consist of analysis, synthesis,
deduction, induction and comparison. Obtained data
were analyzed by using the descriptive statistic
(histogram, frequency, pie diagrams and table evaluation)
and inferential statistics (test of normality, Spearman's
test, correlation test). The data have been processed in the
statistical program SPSS from IBM and in MS EXCEL
from Microsoft. The most important results of the paper
are verified by the statistical important relationship
between selected general educational subjects and
selected learning styles (rs = 0.456, r = 0.346, r = 0.614
and r = 0.184). The research findings show, that the
students of the generation group Z generally achieve
average results from general educational subjects and
have growing problem with decreasing the learning
results. The authors of the paper are planning to carry
out the research with the other generation groups.
Key words: learning process, generation group Z, learning
style, learning results.
This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities. We pinpoint some challenges for institutions of higher education and student learning in the adoption of these technologies for teaching, learning, student support, and administration and explore further directions for research.
More than a decade after Prensky’s influential articulation of digital natives and immigrants, great disagreement exists around these characterizations of students and the impact of such notions within higher education. Perceptions of today’s undergraduate learners as tech-savvy “digital natives” (Prensky, 2001a), who both want and need the latest emerging technologies in all learning situations, continue to dominate the discourse in education technology research and practice. Popular yet largely unsubstantiated conceptions of digital natives are often embedded within the assumptions of contemporary research on student perceptions of emerging technologies, seemingly without regard for a growing body of evidence questioning such notions. In order to promote critical discussion in the higher education community considering potential directions for further research of these issues, especially within the Canadian context, the purpose of this review of recent literature is to analyze key themes emerging from contemporary research on the Net generation as digital natives.
A study was conducted of students participating in on-line academic courses in institutions of higher education
to ascertain if there was a generational influence on learning styles. The specific research question was: What, if
any, relationships exist among learning styles, generational groups, and satisfaction with online learning?
Inferential and descriptive statistics were used to determine there was a statistically significant differences
between Baby Boomers and the Millennial Generation as well as Generation X. Baby Boomers were found to
have significantly lower scores on this subscale as compared with both the Millennial Generation and Generation
X. In addition, the Millennial Generation reported lower scores on overall satisfaction survey components as
compared with both Generation Xers and Baby Boomers.
The researchers examined the Metacognitive Awareness Inventory (MAI) (Schraw and Dennison,1994) to determine how it relates to broad and single measures of academic achievement in college students. Correlations were found between the MAI and cumulative GPA as well as end of course grades. Scores on the MAI significantly differ between graduate and undergraduate students. Professors' use of the MAI as a potential screening tool to identify students requiring metacognitive strategy intervention is discussed as well as implications for future research. College professors today are faced with classrooms full of students who come to them with varying levels of knowledge about how they learn. Some students are active, self directed learners who know how they learn and are able to apply what they know to various learning situations. Others may be average students who work hard and who have awareness of their learning strengths and weaknesses, but who may not adequately regulate their learning. Still others may be passive learners who have little awareness of how they learn and how to regulate their learning. In essence, professors are faced with classrooms full of students who come to them with various levels of metacognitive skills. Metacognition is generally defined as the activity of monitoring and controlling one's cognition. It can further be defined as what we know about our cognitive processes and how we use these processes in order to learn and remember (Ormrod, 2004). Researchers further conceptualize metacognition by breaking down metacognition into two subcomponents, metacognitive knowledge and metacognitive regulation. These two subcomponents have been theorized to be related to one another (Brown, 1987; Flavell, 1987; Schraw and Dennison, 1994). Metacognitive knowledge can be described as what we know about our own cognitive processes. Declarative, procedural and conditional knowledge may all be considered subcomponents of metacognitive knowledge (Schraw and Moshman, 1995). Declarative knowledge involves what we know about how we learn and what influences how we learn. Procedural knowledge is our knowledge about different learning and memory strategies/procedures that work best for us. Conditional knowledge is the knowledge we have about the conditions under which we can implement various cognitive strategies. As a whole, our knowledge of cognition refers to what we know about how we learn; what we know about the procedures and strategies that are the most effective for us; and, what we know about the conditions under which various cognitive activities are most effective (Schraw and Moshman, 1995).
The present study addressed the question of consistency and variability in learning strategies. Four university courses provided different learning contexts. The same group of students reported about their learning strategies by completing identical questionnaires on each of these courses. Participants were 85 students attending the first year of Law studies. A second study consisted of 63 students attending similar courses in the following academic year. An analysis of variance showed that students varied their reported learning strategies as a function of different learning contexts. This indicated a context-specific component in strategy use. Intercorrelations, however, showed that students displayed consistency in reported learning strategies across course contexts as well. This indicated a personal, habitual component in strategy use. It thus seems that the question of variability and consistency in learning strategies does not yield an either-or, answer. Context variables were explored to explain the variations. Use of stated cases, provision of a clear organisation of subject matter and of diverse didactic resources appeared to diminish encountered problems and lack of regulation (which proved to be related variables), and promote the use of concrete processing, relating, analyzing, self-regulation and externally regulated strategies. Evidence was found that learning strategies differed among each other in the degree of variability. Memorizing turned out to be relatively resistant to differences in course context, whereas concrete processing strategies and lack of regulation showed relatively large susceptibility to course context. Explanations were proposed in terms of different stages in the development of learning strategies and in terms of context-variables.
This study concentrated on the study practices of advanced medical students, and on how these are related to study success. All 67 participants were high achievers who had gone through a demanding selection process. The subjects completed a questionnaire concentrating on their study practices and conceptions of knowledge. Individual ways of interacting with the learning environment were looked at in the light of interviews of 35 volunteer students. The results showed that students' individual study orchestrations were related to study success. It was concluded that dissonant study orchestrations may develop because of the mismatch between the demands of the learning environment and students' personal goals.
Vermunt's (1994) Inventory of Learning Styles (ILS) integrates four components of learning: processing strategies, regulation strategies, mental models of learning and learning orientations. Using explanatory factor analysis, Vermunt (1998) identified four different learning styles, meaning-directed, reproduction-directed, application-directed and undirected, which displayed characteristic patterns of factor loadings across the four components of learning.
The aims of the current study were to test the generalisability of Vermunt's integrated model of learning with a sample of students from a British university and to establish whether different learning styles were associated with different academic outcomes.
A total of 273 students from a British university took part.
Confirmatory factor analysis was used to test Vermunt's four-factor model of learning styles and compare it with alternative models. Interrelationships between components of the ILS were examined in more detail using regression analyses. The relationship between learning style and academic outcome was also examined.
Fit indices indicated that Vermunt's four-factor model of learning styles provided the best fit for the current sample. Path estimates associated with meaning-directed and reproduction-directed learning styles loaded across components as described by Vermunt but application-directed and undirected learning styles loaded mainly on conceptions and orientations components. Undirected learning style had a low negative association with academic performance, while the meaning-directed learning style had a low positive association with academic performance.
Although the ILS did identify Vermunt's four learning styles, different learning environments influence the precise characteristics of each learning style.
The Learning Styles of Millenials
- P I Djiwandono
Djiwandono, P. I. (2017). The Learning Styles
of Millenials. International Journal of
Education in University: A Study in Indonesian
Context, 10(1), 12-19.
Millennials rising: The next great generation
- E Howe
- W Strauss
Howe, E., & Strauss, W. (2000). Millennials
rising: The next great generation. New York:
NY: Vintage.