new millennium learners chuck dziuban patsy moskal university of central florida
TRANSCRIPT
New Millennium Learners
Chuck Dziuban
Patsy Moskal
University of Central Florida
DisruptiveInnovation!
• There’s one in YOUR future!!
• And another one right behind it!
Wayne Hodgins, 2007
A value-added model of technology-enhanced learning
TechnologyEnhanced
(E)
Faculty Initiative Institutional Initiative
Blended(M)
FullyOnline
(W)Access and
TransformationEnhancementEngagement
Learning Management
Systems
Web 2.0
Web 2.0
Web 2.0
Wikis
Blogs
Social NetworkingRSS
XHTML
Semantic Web
Podcasting
Audio
Video
tagging
Digg
ZudeDel.ico.us Technorati
FlickrWikipedia
YouTube
MySpace
FacebookSlideShare
PandoraSkype
Folksonomy
Ajax
Satisfaction
Student satisfaction in fully online and blended courses
0
10
20
30
40
50
60
70
80
90
100
39%
Fully online (N = 1,526)Blended (N = 485)
41%
11% 9%
Very Satisfied
UnsatisfiedSatisfied
Neutral
38%44%
9%
Very Unsatisfied
3% 5% 1%
Per
cent
The ambivalence dimension
Satisfaction Dissatisfaction
Ambivalence
Student satisfaction with technology-enhanced learning
• Convenience
• Reduced Logistic Demands
• Increased Learning Flexibility
• Technology Enhanced Learning
Reduced OpportunityCosts for Education
Students’ problems with technology-enhanced learning
• Reduced Face-to-Face Time
• Technology Problems
• Reduced Instructor Assistance
• Overwhelming
• Increased Workload
Increased OpportunityCosts for Education
Dimensions of Student Satisfaction
Ambivalence
Engagement
Responsiveness
Expectations
Commitment
Information Fluency
Smallest Space Analysis: Satisfaction Component Relationships
Information Fluency
Engagement
Ambivalence
Responsiveness
Commitment
Role Expectations
The Generations
Some characteristics of the generations
• Matures (prior to 1946)• Dedicated to a job they take on• Respectful of authority• Place duty before pleasure
• Baby boomers (1946-1964)• Live to work• Generally optimistic• Influence on policy & products
• Generation X (1965-1980)• Work to live• Clear & consistent
expectations• Value contributing to the
whole
• Millennials (1981-1994)• Live in the moment• Expect immediacy of
technology• Earn money for
immediate consumption
Net Generation: Marc Prensky – Learning Preferences
Gaming and Fantasy
Twitch Speed
Connections
Graphics
Multitasking
Active Learning
Technology is my Friend
Net Generation: Howe and Strauss – Lifestyle
Pressure
Conventional
Team Oriented
Special
Sheltered
Confident
Achievement
Net Generation: Twenge (Generation Me) – Lifestyle
Self Focused
Artificial Self Esteem
Life by Lottery
Cynical
Anything is Possible (unrealistic)
Yeah Right
Students who were very satisfied by generation (non ambivalent)
0
10
20
30
40
50
60 55%
38%
26%
Boomer1946-1964
n=328
Generation X1965-1980
n=815
Millennial1981-1994
n=346
Per
cent
Because of the web I changed my approach to learning (non ambivalent)
0
10
20
30
40
50
60
Per
cent
51%
37%
23%
Boomer1946-1964
n=328
Generation X1965-1980
n=815
Millennial1981-1994
n=346
0
20
40
60
80
100
Some/All Face-to-Face
Equal Mix Some/All Web
Per
cent
Classroom modality preferred by generations
Baby BoomerGen XMillennial
N= 1,149
p = .000
26% 24%
39%
15%11%
22%
59%65%
40%
26%21%
53%
14%
40%46%
17%
36%47%
0
20
40
60
80
100
Learn Best/BetterAlone
Learn Both Ways Learn Best/Betterw/ Others
Per
cent
Students’ description of whether they learn better alone or with others
Baby BoomerGen-X
Millennial
P= .000
N= 1,149
Student and faculty generations in blended and online learning
Faculty Student
Mature11%
Millennial1%
N=689 N=26,823
Gen X33%
Baby Boomer
55%
Mature1%
Baby Boomer
6%Gen X11%
Millennial84%
Student Evaluation of Instruction
Facilitation of learning
Communication of ideas
Excellent Very Good Good Fair Poor
Then...
The probability of an overall rating of Excellent = .97 &
The probability of an overall rating of Fair or Poor =.00
If...
A decision rule based on student evaluation responses and the probability of faculty receiving an overall rating of Excellent (n=1,280,890)
Respect and concern for students
A comparison of excellent ratings by college unadjusted and adjusted for instructors satisfying Rule 1 (n=1,280,890)
Overall If Rule 1College % Excellent % Excellent
Education 58.6 97.9Molecular & Microbio 49.9 97.6Health & Public Affairs 49.8 97.6Arts & Humanities 49.1 96.7Arts & Sciences 45.1 97.0Sciences 44.5 96.8Hospitality Management 44.1 96.6Business Administration 39.5 96.9Engineering 39.0 96.8
A comparison of excellent ratings by course modality--unadjusted and adjusted for instructors satisfying Rule 1 (n=1,171,664)
Blended 48.9 97.2
Online 47.6 97.3
Enhanced 46.8 97.5
F2F 45.7 97.2
ITV 34.2 96.6
Course Overall If Rule 1Modality % Excellent % Excellent
Information Fluency
•Avoiding Plagiarism•Citing Sources Using APA Style•Citing Sources Using MLA Style•Evaluating Web Sites•Creating a Search Strategy•Focusing an Information Search•Maximizing Google Scholar Searches•Recognizing a Research Study
Information Literacy Modules
Taleb: The Black Swan
Unpredicted9/11
Harry Potter
Y2KUndetectable
Outliers
Back-Filled Narrative
Monumental Impact
Retrospective Prediction
Market crash
Research Initiative for Teaching Effectiveness
For more information contact:
Dr. Chuck Dziuban(407) 823-5478
Dr. Patsy Moskal(407) 823-0283
http://rite.ucf.eduhttp://www.if.ucf.edu/