Running head: NEW EDUCATIONAL APPROACHES FOR A NEW GENERATION

New Educational Approaches for a New Generation: The Net Generation Debra L. Morris School of Nursing The University of Texas Medical Branch

This paper is in partial fulfillment of the requirements of GNRS 5309 Educator: The Foundation of Adult Learning

Running head: NEW EDUCATIONAL APPROACHES FOR A NEW GENERATION New Educational Approaches for a New Generation: The Net Generation Modern population can be classified by age groups that are based on the time period in which one was born. The oldest generation is often known as the Matures, born from 1900-1946 and the youngest as the Net Generation/Millennials, born from 1982 to the present. Sandwiched between these are the Boomers, born from 1946 to 1964, and Generation X, born from 1965 to 1981 (Skiba & Barton, 2006). In his book Educating the Net Generation, Bob Pletka (2007) examines the unique problems that exist in educating this cohort of students. This generation is unique because they have grown up in the era of digital technology. This technology resulted in an information age unlike anything that has ever existed. In adjusting to the technology and the wealth of available information, the Net Generation has developed learning styles and expectations that are distinctly different from the older generations that are involved in educating them. Consequently, those responsible for educating the Net Generation must change to best meet the needs of the newest adult group of learners. Almost 20 years ago, Barr and Tagg (1995) delineated the need for a shift in undergraduate education. They delineated a shift from the Instruction Paradigm to the Education Paradigm. An educational institution would exist not to provide instruction but to provide education. They proposed that the traditional method of a teacher lecturing for every class session should be replaced by learning environments that nurture learning. As Pletka (2007) showed in his interviews with students of the Net Generation, the traditional classroom model does not meet the educational needs of that cohort of students. As Barr and Tagg (2005) pointed out, the Educational Paradigm creates environments that allow for students to discover and create knowledge for themselves. The Net Generation has grown up discovering and creating knowledge because the technology provided the means to access the information. They are no

Running head: NEW EDUCATIONAL APPROACHES FOR A NEW GENERATION longer content to simply sit and hear knowledge spewed at them via the traditional classroom model. Per Pletka (2007), they expect personalized and collaborative learning. The Instructional Paradigm does not fit this need. To fit the needs of the Net Generation for personalized and collaborative learning, a shift to the learning paradigm by educators is required. As stated by Sandars & Morrison (2007), All educators need to reflect on precisely what their role is in a situation where the student will rely less on the educator as a provider of information and more on the educator as a facilitator of learning. (p. 87). For example, in distance education in nursing, the faculty is seen as resource, collaborator, communicator, and manager of time in addition to the more traditional role of evaluator and organizer of information (Jones and Wolf, 2010). As delineated by Pletka (2007), an information rich environment has helped shape the personalities and character of the Net Generation, providing information that is abundant, immediate, interactive and always available. (p. 30). However, this wealth of information available to the students of today is not without perils. Before the advent of the internet, gatekeepers vetted information that had been published in stable venues such as books, journals, and magazines. (Badke, 2009, p.47). In the current information age, much information is outside of this gate keeping process. A Net Generation student is more likely to turn to a Google search than to a database such as CINAHL or PubMed. In a recent study, the assessment of the reliability of a resource was shaped by institutional requirement. (Jones and Healing, 2010, p. 352). The Net Generation must be taught how to filter information through an understanding of the quality control of information. A scholarly, peer-reviewed, scientific article is not equal to a web site that is not peer reviewed. Because the Net Generation did not experience this filtration

Running head: NEW EDUCATIONAL APPROACHES FOR A NEW GENERATION of information that occurred before the internet and Google searches, an educator must teach this skill that is important in overall critical thinking. Another feature of the Net Generation is the social interaction that occurs. These students did not grow up in an era where communication with another individual was primarily via face-to-face encounters, telephone calls and letters. In todays world, students of the Net Generation communicate by messaging and social networking websites and stay connected with their peers in a way that is much different than that of previous generations. As noted by Pletka (2007), this generation has more choices in communication and the choices meet their needs, tastes and interest with being connected an integral part of their learning experience. As a result, collaborative learning and interactivity is important for the Net Generation (Skiba & Barton, 2006). Not only is it important, but it is predictive in certain areas of learning. Undergraduate medical student with the highest scores in reflective learning had preferences for interpersonal and linguistic learning preferences (Sandars and Homer, 2008). Educational experiences should be designed keeping this social collaboration in mind. Meeting the needs of the Net Generation will require change. As recognized by Ray (1995) in examining the need to teach all students equally, an educator cannot expect the students to acquiesce to the educators preferred method of learning. The frontiers of education are in a constant state of change and it is the responsibility of the educator to change to meet the needs of the students and remain effective. There are potential problems associated with this change. The members of the Net Generation are seen as digital natives. In contrast those older people who grew up in an analogue world are portrayed as always being behind, as being immigrants to the new world. (Jones & Czerniewicz, 2010, p. 317). It can be speculated that the analogue generations will never truly be suited to the educational needs of the Net
4

Running head: NEW EDUCATIONAL APPROACHES FOR A NEW GENERATION Generation. Additionally, research shows that members of the Net Generation are diverse in their skills and approaches to the new technology (Kennedy, Judd, Delgarnot. & Waycott, 2010; Van Den Beemt, Akkerman and Simons, 2010), with variability sometimes dependent on the accessibility to the technologies (Brown & Czerniewicz, 2010). Because of the variability that exists within the Net Generation, there is not a one-sizefits-all approach to educating this new generation of students. However, the first stage of change theories is the awareness that change is needed, designated as unfreezing, awareness, or diagnosing the problem, depending upon the change theory being used (Mitchell, 2013). As discussed throughout Educating the Net Generation (Pletka, 2007), change is clearly necessary to meet the needs of this new generation of students. If Lewins change theory is used, clearly the requirements of unfreezing, which include examining the status quo and an increased drive for change have been met (Mitchell, 2013). It is now up to the educators of today to take action on the change (moving) and make the change permanent (refreezing), thereby establishing new ways of educating the Net Generation. Knowles (2012) has outlined basic assumptions in andragogy or adult learning. Many of the concepts apply directly to the Net Generation. First is the need to know. According to Pletka (2007), students in the Net Generation decide whether to engage in learning based on its perceived value. (p. 62). This generation clearly meets the assumption that adults needs to know why they need to learn something before they learn it. Second is the learners self concept which includes the concept of being responsible for their own decisions. A member of the Net Generation is perceived as assertive, self reliant and curious, possessing an emotional and intellectual openness and a preoccupation with maturity (Skiba & Barton, 2006). This clearly fits into the assumption of a self concept that prepares a student for adult learning. Third is the role of the learners experiences. This generation comes with tools for learning that previous
5

Running head: NEW EDUCATIONAL APPROACHES FOR A NEW GENERATION generation did not possess. Information is pervasive and instantaneous and the Net Generation has learned to use this information in multitudinous and varied ways. They are experienced in learning in a totally new way. Fourth is the readiness to learn. This readiness is illustrated in the participation of students in Computer Supported Collaborative Learning (CSCL) project outlined by Pletka (2007). However, with any group, some individuals will be more ready to learn than others. Fifth is the orientation to learning. In contrast to children, adults are taskcentered or problem centered. This concept is also illustrated by the CSCL project. The final assumption in adult learning is motivation to learn. In a generation that has grown up in an era of immediate information, it is easy to believe that the Net Generation will be motivated to learn. The traditional model of education has existed for many, many years. Many of us were educated within that model. However, the newest generation of student learners has grown up with new technologies in an information age that has dramatically changed the learning processes in these individuals. It is up to educators to adapt to this new process, not force those learners into the old system.

Running head: NEW EDUCATIONAL APPROACHES FOR A NEW GENERATION References Badke, W. (2009). How we failed the net generation. Online, 33 (4), 47-49. Barr, R.B., & Tagg, J. (1995). From teaching to learning--a new paradigm for undergraduate education. Change, 27 (6), 12-25. Brown, C., & Czerniewicz, L. (2010). Debunking the digital native: beyond digital apartheid, towards digital democracy. Journal of Computer Assisted Learning, 26, 357-397. doi: 10.1111/j.1365-2729.2010.00369.x Jones, C., & Czerniewwicz, L. (2010). Describing or debunking? The net generation and digital natives. Journal of Computer Assisted Learning, 26, 317-20. doi: 10.1111/j.13652729.210.00379.x Jones, C., & Healing. G. (2010). Net generation students: agency and choice and the new technologies. Journal of Computer Assisted Learning, 26, 344-56. doi: 10.1111/j.13652729.2010.00370.x Jones D.P., & Wolf, D.M. (2010). Shaping the future of nursing education today using distant education and technology. The ABNF Journal, Spring, 44-47. Kennedy G., Judd, T., Dalgarnot, B., & Waycott, J. (2010). Beyond natives and immigrants: exploring types of net generation students. Journal of Computer Assisted Learning, 26, 332-343. doi: 10.1111/j.1365-2729.2010.00371.x Knowles, M. S, Holton, E. F. III & Swanson R. A. (2012). The Adult Learner. New York, NY: Routledge.

Running head: NEW EDUCATIONAL APPROACHES FOR A NEW GENERATION Lou, R. (1995). Teaching all students equally. In Teaching from a Multicultural Perspective (pp. 28-45). Thousand Oak, CA: Sage Publishing. Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management, 20 (1), 32-37. Pletka, B. (2007). Educating the Net Generation. Santa Monica, CA: Santa Monica Press. Sandars, J. & Homer M. (2008). Reflective learning and the net generation. Medical Teacher, 30, 877-79. Sandars, J. & Morrison, C. (2007). What is the net generation? The challenge for future medical education. Medical Teacher, 29, 85-88. Skiba, D.J., & Barton, A.J. (2006). Adapting your teaching to accommodate the net generation of learners. Online Journal of Issues in Nursing, 11 (2), 12P. Van Dem Beemt, A., Akkerman, S., & Simons, P.R.J. (2010). Patterns of interactive media use among contemporary youth. Journal of Computer Assisted Learning, 27, 103-118. doi: 10.1111/j.1365.2729.2010.00384.x