466 Int. J. Cont. Engineering Education and Life-Long Learning, Vol. 25, No.

4, 2015

Designing an e-university environment based on the

needs of net-generation students

Nataliia Morze
Borys Grinchenko Kiyv University,
18/2 Vorovskogo Str, Kyiv, Ukraine
Email: n.morze@kubg.edu.ua

Eugenia Smyrnova-Trybulska
University of Silesia,
Bankowa 12, 40-007 Katowice, Poland
and
The Faculty of Ethnology and Sciences of Education in Cieszyn,
Bielska 62, 43-400 Cieszyn, Poland
Email: esmyrnova@us.edu.pl

Mariia Umryk*
National Pedagogical University,
Pirogova Str 9, 01601, Kyiv, Ukraine
Email: ymallia@gmail.com
*Corresponding author

Abstract: The rapid development of technology and the changing needs of the
modern labour market suggest that modern universities have to implement huge
changes in the learning-teaching process. On the other hand, in our lives we
witness very quick advent of new technologies to provide students with
educational services that are based on the use of ICT – electronic technologies
and mobile learning. As a result, many universities are gradually starting to use
e-learning and some e-resources in the classroom. Often it happens randomly
without proper understanding and support. This article discusses building a
model of e-environment of the university, which would take into account the
needs of today’s students and today’s market and would ensure a high level of
competitiveness of future specialists in modern conditions of development of
the information society as well as support learning opportunities throughout
life.

Keywords: net-generation of students; the virtual learning environment;

life-long learning; e-learning; e-university environment.

Reference to this paper should be made as follows: Morze, N.,

Smyrnova-Trybulska, E. and Umryk, M. (2015) ‘Designing an e-university
environment based on the needs of net-generation students’, Int. J. Continuing
Engineering Education and Life-Long Learning, Vol. 25, No. 4, pp.466–486.

Biographical notes: Nataliia Morze is a Professor and Vice-Rector on

Informational Technologies of Borys Grinchenko Kyiv University. She is a
corresponding member of National Academy of Pedagogical Sciences of

Copyright © 2015 Inderscience Enterprises Ltd.

 Designing an e-university environment 467

Ukraine. Her professional and scientific interests are in the areas of distance
learning technologies, education for adults, implementation of information and
communication technologies into education process of secondary and higher
educational institutions, creation of teaching and scientific e-learning
environment, development of teachers information competence.

Eugenia Smyrnova-Trybulska is an Associate Professor at the University of

Silesia in Katowice, Poland. She is the Head of Department of Humanistic
Education and Auxiliary Sciences of Pedagogy, Faculty of Ethnology and
Sciences of Education in Cieszyn, University of Silesia in Katowice, Poland.
She is the coordinator of the Faculty Distance Learning Platform
(http://el2.us.edu.pl/weinoe) and of the Theoretical and Practical Aspects of
Distance Learning Conference (http://www.dlcc.us.edu.pl), a coordinator of the
IRNet project (http://www.irnet.us.edu.pl). She is an author of more than
120 scientific papers and monographs in the field of e-learning methodology,
ICT in education, multimedia, teacher training in the area of ICT and e-
learning.

Mariia Umryk is an Associate Professor of the chair of Theoretical Foundations

of Computer Science at the Institute of Informatics, Dragomanov National
Pedagogical University in Kyiv, Ukraine. She works with issues of formation
the elements of methodical system of study of the information disciplines. She
is the author of more than 30 scientific papers and monographs in the field of
distance education, e-learning, programming, artificial intelligence.

This paper is a revised and expanded version of a paper entitled ‘Using active
e-learning to accommodate the net generation of learners’ presented at
International Science Conference Theoretical and Practical Aspects of Distance
Learning, Subtitle ‘E-Learning & Life Long Learning’, Poland, 14–15 October
2013.

1 Introduction

Today more than ever, the issue of close integration of science, education and business is
of paramount importance. The effective use of ICT in the education system provides the
European institutions of higher school the opportunity to support the development of
innovative economies and improve the quality of education.
The rapid development of technology and the changing needs of the modern labour
market suggest that today’s high school prepares students for careers that do not yet exist,
for technologies that have not been invented, and directs them to solve problems that are
not yet identified as a problem. That is why universities with training must primarily
teach students to learn independently on the basis of high motivation to learn, based on
the requirements of the modern labour market and its development, taking into account
the challenges of the information society, which is rapidly progressing thanks to the rapid
development of information and communication technologies (ICT), and in particular
penetration of the internet and its services in the lives of contemporary people.
During the intensive development of ICT major changes occur in the educational
process of a modern university. However, the main goal of the teacher is to provide
students with the knowledge, skills and abilities, and ultimately of competence necessary
in later life. Education should correlate with the needs of the state of the economy and
468 N. Morze et al.

labour market. However, this environment is so variable, dynamic and unpredictable that
predicting tomorrow’s needs from today’s perspective is as difficult as it was,
15–20 years ago, to imagine today’s workplace for experts in every field. Everything has
changed: technology work, teamwork, communication, procedures, organisational
structure, means of preservation and dissemination of data and knowledge.
Internet, social networks, blogs, virtual libraries, institutional repositories, e-books
and digital audio-video-photo, cell phones, instant messaging, internet telephony, PDAs
and communicators create a modern student’s imagination, whereas approximately
20 years ago we were in absolute information vacuum, where in addition to specific
barriers (social, geographical, and political) nothing else existed.
On the other hand, in our lives we are experiencing very quick appearance of new
technologies to provide students with educational services that are based on the use of
ICT – technology electronic and mobile learning. Global trends point to the emergence of
new forms of education in modern universities. In particular, already widely used
concepts include: learning throughout life, global learning, mobile learning and mobile
students, online learning, etc.
One way to improve the efficiency of a modern higher educational institution is its
innovativeness. In order to prove its modernity and innovation, the university needs a
powerful information infrastructure, which is actively used in the educational process. If
the university is not able to demonstrate to students, to the state and to society the
prospect of efficiency of its processes, metrics, and a rich selection of educational
materials new pattern in electronic form, it will be difficult to ensure a high level of
quality of education in the modern conditions of society.

1.1 Goal of the article

To build a model of the e-environment of the university, which would take into account
the needs of today’s students and today’s market and would ensure a high level of
competitiveness of future specialists in modern conditions of development of the
information society as well as support learning opportunities throughout life.

1.2 Hypothesis
Taking into account the specific characteristics and needs of the current generation of
students, including both positive and negative aspects and requirements of a rapidly
changing labour market developing in the information society, contribution to increased
quality of the virtual environment of the university, increasing the competitiveness of
graduates as well as supporting and ensuring learning opportunities throughout the entire
life.
During our research study the following methods, research techniques and tools have
been used: Quantitative methods:
1 pedagogical monograph (research papers)
2 method of individual cases
3 method of diagnostic survey.
 Designing an e-university environment 469

Qualitative methods:
1 depth interview
2 qualitative analysis of the text (documents)
3 observation.
Techniques of educational research:
1 observation
2 interview
3 questionnaire
4 study and analysis of documents
5 content analysis.
The main research tools:
1 interview questionnaire
2 questionnaire
3 survey
4 observation tools
5 development of the subject dictionary
6 research trip and visiting a partner university
7 meeting, (video) conference, seminar, workshop, etc.
In this research, ca. 200 students participated from different faculties and specialisation
from BGKU and US and generally more than 1,000 students from partner universities:
Constantine the Philosopher University in Nitra (UKF, Slovakia), Lisbon Lusíada
University (LU, Portugal), University of Ostrava (OU, Czech Republic), Borys
Grinchenko Kyiv University (BGKU, Ukraine), Dniprodzerzhinsk State Technical
University (DSTU, Ukraine), Herzen State Pedagogical University of Russia, St.
Petersburg (HSPU, Russian Federation). To achieve the aims of the project, the research
group developed a questionnaire which is purposed to gain data on the students’ views
and attitudes towards various educational processes in their educational environments,
entailing modes of ICT implementation, intercultural and professional competences.
The diagnostic research instrument of more than 60 questions was translated in the
students’ native languages (Czech, English, Netherlands, Polish, Portuguese, Russian,
Slovak, Spanish, and Ukrainian) and presented in online versions by the university survey
system Lime Survey and by Google Drive.
The questionnaire covered the following topics:
1 sociological data required for the purposes of the research [country, nationality, sex,
age, name of the university, field of study, specialisation, year of study, level of
studies (bachelor’s degree, master’s degree)]
2 the group of questions, in the area of intercultural competences
470 N. Morze et al.

3 the group of questions, concerning ICT competences, using social media for
extracurricular activities of students
4 the survey questions which are reflective in nature, revealing students’ opinions
about the courses and their assessment in terms of substantive, methodological,
technological, organisational aspects, and e-learning as a technology, method and a
form of obtaining education.

2 Lifelong learning in knowledge society: the challenge and prospects for

the future

In the course of the last 20 years, we have witnessed great economic changes, economic,
social, political, and technological developments in Poland as well as in all European
countries and around the world that require adequate systems, accompanied by fast and
permanent measures to effectively adapt to new challenges. At the international level and
national levels, a number of documents have been written to address these issues: White
Paper on Education and Training Teaching and Learning Towards the Learning Society
European Commission COM(95) 590, November 1995; – eEurope 2002; – The White
Paper on Youth policies (2002); The Copenhagen Declaration (30 November 2002) and
the Council Resolution (19 December 2002); The Digital Agenda for Europe 2013–2014
(2013); Strategy of Information Society Development in Poland for the years 2007–2013.
Other documents have also been prepared that describe in detail all challenges for
contemporary states, economies, society and citizens. Among the priorities is the lifelong
learning (LLL).
The concept of LLL is already a reality today and in the future its importance will
continue to grow! The term ‘LLL’ means a new approach to learning, and suggests the
possibility of LLL in a variety of formal and informal situations.
The concept of LLL was disseminated in the ‘60s, ‘70s, and has since greatly
expanded its scope. The concept of LLL and education is based on a formal education
system under which a person is provided with an opportunity to raise their educational
level. This system is mainly focused on offer.
The concept of LLL is focused on the person in the context of his employment and
active citizenship. In this sense, LLL is focused on requirements posed by the labour
market, rather than on a proposal from vocational education and training.
Lifelong education involves training, carried out both inside and outside of the formal
education system in a wide variety of new contexts. This means that the main key skill is
the ability of a person to search for new knowledge and develop new competencies
without the support of formal education.
Further development of the concept of LLL calls for new ways of thinking in the
education system. These include:
• A structured approach to learning, in which students are actively involved in learning
from pre-school and primary school level.
• Providing access to information on formal and informal education.
• Availability of verification systems for competence acquired outside the formal
education system (Report: Lifelong Learning – Requirements and Challenges, 2002).
 Designing an e-university environment 471

The number of ‘digital natives’ (usually, such young people are called as Net Generation)
is growing and they are in need of continuing education and LLL. If current trends in
Europe continue, characterised by an aging population over the next two decades, more
than 50% of the population will be older than 50 by 2030, and life expectancy will be
increased to 90 years. Children of the 21st century – modern ‘digital natives’ born in the
world of information technology, like their parents, will have to undergo lifelong training
in the use of the new technological environment. To meet the educational needs of the
population, LLL and continuing education system must be transformed. Also, such an
educational activity will require the person to make financial and physical efforts and
investments (Smyrnova-Trybulska, 2013b; Il’chenko, 2010).

3 Different initiatives in the use of e-learning for LLL at the University of

Silesia

The University of Silesia in Katowice (US) was established in 1968 and now, with
12 faculties and several interdisciplinary schools and centres, over 35,000 students,
educated at bachelor, master and doctoral levels and over 2,000 academic staff is one of
the largest in Poland. The university, within the framework of its own activity in the of
area study, research, science, innovation, cooperation, national and international projects
has launched various initiatives in the use of e-learning for LLL. These initiatives
include:
• Distance Learning Centre of the University of Silesia (US). The aims, concept as
well as the methodology of e-learning implementation at the University of Silesia as
well as the activity of distance learning centre (DLC) of US is described in depth in
the article (Widła et al., 2009). The University of Silesia DLC provides technical
support, course administration and training for teaching staff and students. Most
recent data regarding the results of activity of the DLC are as follows: The
University of Silesia e-learning platforms, supported by DLC, offer students more
than 8,000 hours of effective work on the 12 faculty platforms as well as other
specific e-learning platforms (Promotion Video, prepared by DLC for DLCC2013,
2013).
• Project ‘University as a Partner of the Knowledge Economy’ UPGOW
(Smyrnova-Trybulska et al., 2009; Widła et al., 2009). The general goal of the
project is the spreading of education within society at every stage of learning as well
as increasing the quality of educational services and their stronger linking to the
requirements of the modern economy. The project includes more than 40 reviewed
open e-courses on various topics in different fields of study.
• University Television (TV-UŚ, http://telewizja.us.edu.pl/). TV UŚ broadcasts and
publishes a range of materials covering University news and events, provides
promotion and information, current issues and campaigns. TV UŚ and DLC UŚ also
run online broadcasts (Promotion Video, prepared by DLC for DLCC2013, 2013).
• Internationalisation of research and education is one of the priority directions of
development of the university which collaborates with over 300 higher education
institutions from all over the world and actively participates in EU-funded projects
472 N. Morze et al.

within the LLL Programme (Erasmus – the most successful student and staff
exchange programme in the world) and framework programmes (as partner and
coordinator), for example, IRNet Project [htt://www.irnet.us.edu.pl, PEOPLE,
MARIE CURIE ACTIONS International Research Staff Exchange Scheme
(IRSES)].
Other important initiatives in the area of using e-learning at the US for developing of
innovations for education, science, research, infrastructure, LLL include:
• Decree No. 66/2012 of 3 July 2012 by Rector of the University of Silesia on the
principles of teaching classes at the university with methods and techniques of
distance education (http://bip.us.edu.pl/zarzadzenie-nr-662012). In particular, this
document, formally allows one to teach up to 60% of classes in the remote mode.
• The Document ‘University of Silesia in Katowice – Development Strategy
2012–2020’ (http://bip.us.edu.pl/sites/bip.us.edu.pl/files/strategia20130627eng.pdf),
in which such important aims are mentioned: 2.3.3.5. Increase in the number of
e-learning courses, and greater activity in distance teaching; 2.3.4.3. Organisation of
LLL courses and trainings – also in the form of e-learning in Polish and English – in
the use of electronic databases for students, doctoral candidates and employees.
Using and developing modern computer and information technologies for more
individualised education in the form of e-learning and blended learning.
• Broad Agreement on Digital Skills in Poland – Declaration CRASP
(http://www.us.edu.pl/szerokie-porozumienie-na-rzecz-umiejetnosci-cyfrowych-w-
polsce-deklaracja-krasp?), and several important initiatives in area of developing
digital skills such as conferences, postgraduate studies, new specialisations, projects
at the University of Silesia.
One of first and the most actively functioning of distance learning platforms on US is the
platform of Faculty of Ethnology and Sciences of Education in Cieszyn. The faculty
e-learning platform contains a lot of interesting courses supporting learning. Aims,
functions and examples of distance learning platform for the Faculty of Ethnology and
Sciences of Education in University of Silesia were more fully described in the previous
articles of the author (Smyrnova-Trybulska, 2009, 2010a, 2010b, 2012). Its key
objectives are to:
1 provide support for teaching programme courses, run in the full-time and part-time
mode (hybrid learning)
2 prepare future teachers to take advantage of distance learning – to use e-learning in
own profession and to perform the role of a tutor
3 provide assistance with scientific research and pedagogical experiments carried out
by department staff, graduate students as well as post-graduate students
4 foster international cooperation, in particular, through international projects
5 provide non-formal and informal distance education in ICT area, and other subjects
area for future and current teachers, other.
 Designing an e-university environment 473

4 Different initiatives in the use of e-learning for LLL at the Borys

Grinchenko Kyiv University

The University history began in 1874 with the establishment of pedagogical courses for
teacher training in Kyiv. In 1919, Borys the Grinchenko Pedagogical Institute began
operating, to be later reorganised into Kyiv Pedagogical Courses named after Borys
Grinchenko. In 2002, it was reorganised into Kyiv Municipal Pedagogical University
named after Borys Grinchenko, and it startedoffering degrees in teaching. Now, there are
five institutes, over 8,000 students, educated at bachelor, master and doctoral levels.
The university is actively implementing innovative educational technology, based on
e-learning (Morze 2010, 2013). That is why, in the university there is a research
laboratory of information education. This laboratory works on issues of creating e-
learning environment of the university and guarantees free access to it students and
teachers. Accordingly, the university has been implementing several research projects
that also use e-learning tools for LLL:
• Training centre for teachers, it works on issues of using ICT in the teaching-learning
process.
• A studio for creating video clips for e-learning courses.
• Creation of a single educational space in University and also in Kyiv.
There are different electronic resources to support university projects.
Those e-resources are divided into resources with open and restricted access
(Table 1).
Table 1 E-resources in the Borys Grinchenko Kyiv University

Open resources (free access from the external network)

Portal of the university
Library
E-index
E-learning platform of e-learning courses
Repository of the Institute
Wiki
Hives (Virtual School of the University)
Webinars
Scientific electronic edition
scientific works of masters
A studio
Restricted resources (available on the University’s intranet)
E-repository
Platform for e-testing
Database of master theses
System for seeking plagiarism
http://kubg.edu.ua/
http://library.kubg.edu.ua/
http://lib.kmpu.edu.ua/
http://e-learning.kubg.edu.ua/
http://elibrary.kubg.edu.ua/
http://wiki.kubg.edu.ua/
http://vulyk.kubg.edu.ua/
http://webinar.kubg.edu.ua/
http://library.kybg.edu.ua/resursi/fakhovielektronni-
vydannia-universytetu.html
http://masters.kubg.edu.ua/
http://astudia.kubg.edu.ua/
http://elib.kmpu.edu.ua/
http://testing.kubg.edu.ua/
http://mt.kubg.edu.ua/
http://antiplagiat.kubg.edu.ua/
474 N. Morze et al.

Let us consider some of them that are used for e-learning and are promising for the
realisation of the LLL.
LMS Moodle is used to implement e-learning (http://e-learning.kubg.edu.ua/) and for
cooperation of all members of the educational process. Also, e-learning courses are stored
here. All e-learning courses are certified by the approved quality criteria.
The repository of the institute is a separate resource of the university. It was designed
to familiarise teachers with scientific publications, and has free access. More than
600 scientific and pedagogical staff of the university add its own research works here. It
contains about 2,600 scientific articles (this is the data as of July 1, 2014). The repository
is used for accumulation, systematisation and storage of scientific research Materials
University and free access to the materials is provided via ICT all over the world.
Wiki Portal University (http://wiki.kubg.edu.ua/) was created as a platform for
implementation of educational technologies, oriented towards activity of students and
teachers, and all participants in the educational process. Materials are added to the Wiki
by teachers and by students. Currently, Wikipedia Education Program is implemented in
the university. It is an international programme involving writing articles on Wikipedia as
a form of self-study for students in higher education. The master’s thesis is used for
accumulation and storage of full-text electronic versions of master’s dissertations
(http://mt.kubg.edu.ua). This resource has the following aims:
a to operate with electronic archive for storing full-text electronic versions of the
master works of the students
b to improve master level dissertations
c to organise fast, free, permanent, full-text access to the master dissertations of
graduates
d to improve the quality of educational materials, based on the use of the automated
verification system to detect plagiarism in students’ work.

5 Analysis of modern model of information educational environment

Given the above, many universities, especially those understanding personality

development in the information society, gradually begin to use electronic learning and
electronic resources, often in spite of the lack of system at the state level education
policies regarding the transformation of education, which is not possible without taking
into account the design and development of e-learning environment. Universities often
spontaneously begin this process, mainly on the basis of progressive initiatives innovative
teachers (bottom-up), which, as practice shows, not having strong support at senior levels
of the university, does not lead to the construction of a high-quality educational virtual
environment. Rarely can one come across a systematic approach (top-down) to its
construction, based on a reasonable model for e-learning implementation, which
approach should take into account the main components of this educational process
(Intel, 2014), referred to as ‘education policy’.
As a rule, there is no flexible model for building e-environment for the
implementation of blended learning, which takes into account, on the one hand, the rapid
development of information technology, and the other – especially today’s students
belonging to other than teachers, generation – a generation of youth network.
 Designing an e-university environment 475

For example, consider the e-environment of the Borys Grinchenko Kyiv University
which is participant of the IRNet project – International Research Network for study and
development of new tools and methods for advanced pedagogical science in the field of
ICT instruments, e-learning and intercultural competences. Project financed by the
European Commission under the 7th Framework Programme, within the Marie Curie
Actions International Research Staff Exchange Scheme. Grant Agreement No:
PIRSES-GA-2013-612536 Duration of the project: 48 months1/01/2014–31/12/2017
(Kommers et al., 2014).
It was designed based on the study of the existing experience of the world and
European universities and scientific concepts of managers responsible for the
implementation of e-learning at the university. Priority attention was paid to the technical
and programming issues to ensure the e-environment, given the limited financial support
to the university in this regard.
Today, the e-environment model has the following structure of the university and
provides for three components: organisational, informative and technological (Figure 1):
• The content component – the complex of electronic educational resources (EER),
which are used (can be used) in the teaching process (teaching, scientific,
informational, referential materials, developed in electronic form, presented in
electronic media of any type or placed in computer networks, which are used for the
organisation of efficient educational process, in the segment concerning its filling
with qualitative training-methodology and scientific materials).
• Technological component – the means of informational interaction, which provide
access to EER with the usage of ICT and including software-technical means
(IT-infrastructure, centralised and decentralised services).
• Organisational component – organisational structures, structures which provide the
formation, functioning and the development of the informational environment.
For the development of e-environment, the university is using the system for monitoring
the quality of its individual components. One of the tools to determine the quality of the
e-environment is surveying students. We carried out a questionnaire to analyse the
relationship of students to:
• the quality of e-learning courses designed to be placed on the LMS platform Moodle
of distance learning at the university
• internal repository
• institutional repository
• Wiki portal
• the use of social networking in education.
This way the survey results of students of Borys Grinchenko Kyiv University confirmed
a private research hypothesis that without considering the opinion of students, their
characteristics and needs, their motives behind the positive use of e-learning resources,
the degree of satisfaction of students created an e-educational environment may be low.
And this means that in addition to determining the quality of all the components of the
e-environment and created resources it is necessary to address the needs of students and
476 N. Morze et al.

their features characterising network generation youth. From the theory of generations
(Howe and Strauss, 1991), it is well-known that the problem of fathers and children,
which existed at all times, remains the eternal problem, as each generation has distinct
features which must be considered when designing any open system, human-oriented.
Especially these features should be studied and taken into account in the pedagogical
system of educational e-environment, since the majority of teachers and students belong
to different generations.

Figure 1 Model of information educational environment (IEE) of KUBG (see online version
for colours)

6 The features of the modern generation of students who belong to the Net
Generation

According to the generation theory, there is a recurring generational cycle in human

history. There are four generational archetypes of population cohorts in history. A
generational archetype is typically defined as a group of people born around the same
time and displayed as a common personality. This time period is roughly a 20 year span.
They are Prophet, Nomad, Hero and Artist.
Probably, the most popular books in this area are the works of Howe and Strauss
(1991) in the 1990s.
Scientists try to describe all the generations of 20th century – in order to give them
names and descriptions. A large number of books have been published. The most famous
authors on this topic include Ron Alsop, Bruce Tulgan, Claire Raines, Ken Dytchwald,
Warrin Bennis, Don Tapscott, Karl Mannheim, Walt Mueller, Christian Smith, George
Barna, Morley Winograd and Peter Sheahan.
 Designing an e-university environment 477

Understanding differences between the generations is fundamental in constructing

successful learning-teaching process. For each generation there is particular experience
characterised by specific preferences, potential, capacity, opinion, and learning style.
The four archetypes are represented today by such population cohort:
1 Traditionalist (1925 to 1945) as the Artist archetype
2 Baby Boomers (1946 to 1964) as the Prophet archetype
3 Gen X (1965 to 1980) as the Nomad archetype
4 Gen Y, Millennial, Net Generation (1981 and later) as the Hero archetype.
Modern scientists have identified Gen Z (after 2000) as a further group of population
cohorts. This article focuses on the fourth group (Gen Y). The main reason for this is
belonging of modern students to this cohort.
Usually, such young people are called Net Generation, Millennials, Generation Y,
Digital Natives, Trophy Kids, etc.

Figure 2 Modern population cohort according to the generation theory (see online version
for colours)

A great number of scholars such as Don Tapskott, Diana G. Oblinger, James L. Oblinger,
Marc Prensky, Kassandra Barnes, Raymond C. Marateo, S. Pixy Ferris, and
Carole Barone, etc. state that the Net Generation students do not have the same learning
expectations, styles, and needs as students in past times.
“The current model of education is not appropriate for kids who have grown up
in the digital world and are accustomed to interacting with people, not just to
listening. The early educational model might have been suitable for the
Industrial Age, but it makes no sense for the digital economy, or for the new
generation of learners. We should change the education system to make it
relevant for them.” (Tapscott, 2009)
478 N. Morze et al.

According to Tapscott (2009), we distinguish eight norms of the Net Generation:

• freedom
• customisation
• scrutiny
• integrity
• collaboration
• entertainment
• speed
• innovation in today’s world.
Brief characterisation of norms of the Net Generation in the learning-teaching process is
provided below.

6.1 The first rule is freedom

Students and teachers are given entirely new roles due to e-learning. On the one hand, the
main role of the teacher is to guide the students. It looks very similar to classic learning,
but the difference is following: a teacher should not teach, his/her function is to help,
direct, and supervise. On the other hand, a teacher has to update his/her knowledge in the
area of modern information technology and using this in the learning-teaching process.
All the stated above is related to the determined needs of students. Thus, students get
the necessary freedom in studying, a big boss is removed from learning process and
replaced by a mentor.
E-learning allows students to freely schedule their studying process. Students get
possibility of flexible selection of what, when, and where to learn. They choose speed,
place, and educational trajectories. They also choose alone what they want to study.
These points are also related to the second rule.

6.2 The second rule is customisation

Students create personal learning environments via e-learning. They customise
technology to their liking, make individual setting and often use avatars, whereas avatars
were used, there was anonymity of interacting in the virtual world of personal learning
environment. Using of a programmable avatar often enables individuals to communicate
and express themselves in new ways. Thus, they feel more confident and can obtain
better learning results.

6.3 One more important rule is innovation

The Net Generation students stoutly and easily ‘speak the language’ of technology.
This emphasises the importance of modern information technology usage in the
learning-teaching process.
 Designing an e-university environment 479

Table 2 Characteristics of Net Generation

Characteristics of net generation

+ • expressive and digitally creative
• ‘speak the language’ of technology
• embrace a variety of subculture (bi-cultural)
• collaborative
• ambitious
• flexibility
• energy
• multitasking and parallel processing
• work-life balance
• it skills
• communication skills
• trust
• teamwork
• strong visual learners
• strong experiential learners
+/– • doing is more important than knowing
• eager to start working
• customise personal environment to their liking
• high activity in education process only in case if exist understanding benefits of this
experience for himself
• intent to change the world
• to require immediate results
• continually connected
• skeptical of authority
• trial and error approach to problem solving
• use social media as the research tools constructivist approach
• think spatially and in 4D
• quick feedback
• cooperation and not a guide and control
– • skim text and information quickly
• easily bored
• inflated self-esteem
• short attention spans
• weak textual learners
• lacks depth in its research and critical skills
• often grab information from the first page without fully examining if the website is a
credible source.
480 N. Morze et al.

As noted in Prensky (2001), today’s students represent the first generations to grow up
with this new technology. Author calls them Digital Natives because they have spent
their whole life surrounded by and using of different tools of the digital age such as
computers, laptops, tablets, smartphones, e-books, digital music players, video cameras,
etc. Digital Natives have mixed their online and offline life.
In contrast to them, the author highlights those (digital immigrants), who were not
born in the digital world, but became fascinated by and adopted many or most aspects of
the new technology. This draw attention to the fact that the biggest problem of education
today is that our digital immigrant instructors (who speak the outdated language) are
struggling to teach population that speaks entirely new language.
Another striking characteristic of Net Generation students is speed.
When speaking about young people, we usually say ‘They want it right now’. This
means these people want to learn quickly, in particular, specific practical knowledge.
They need quick access to training materials, and e-learning tools can accommodate this.
Net Generation students also expect quick online professors answers, but many
professors often have no time or interest to do this (Roos, 2012). Communication tools
via e-learning are really effective. We can increase student participation and engagement
in the learning-teaching process by using such tools. Also, we can get feedback on
student learning. Above all things, Net Generation students are excellent collaborators.
They are natural at networking and like to work in teams.
Net Generation students are active ‘global citizens’. They usually take participation in
the international study and service projects.
Another norm of the Net Generation is entertainment. Devices and technologies such
as iPads, Tablets, e-books, video, webcast, podcast, etc. can be particularly fascinating
for students.
Educational entertainment (edutainment) is any entertainment content that is designed
to educate as well as to entertain.
Another norm of the Net Generation is scrutiny, or transparency.
This rule is very important especially for e-learning, because the students are critics
and skeptics. Nowadays, students must know that Our Facebook and Google accounts
could be seen by anyone and our posts are permanent.
The last norm of the Net Generation is integrity or honesty. As we notice above, we
must remember that working together is not cheating in world of Net Generation. This
norm usually used in collaborative learning.
Further, we highlight the characteristics of net generation that can be used in the
learning-teaching process.
When we talk about Net Generation’s learning style, we have to highlight their high
activity in the education process. Apparently, they do not want to be passive observers,
and aim to be active participants, of course, only in case of the obvious benefits of this
experience for themselves (LifeCourse Associates, 2007).
That is why, it is advisable to reinforce and add the following structural units to
e-learning (Umryk, 2013): exploring; creating; experience; connecting; reflecting; and
sharing.
 Designing an e-university environment 481

Figure 3 E-learning for net generation (see online version for colours)

What will
My teacher be my next
and peers step?
have to see
this..

I get
something
new!

What
happens if I
dothis..

What This
isreallyimpo internation
rtantforme? al project is
interesting..

It is important to keep in mind that modern students can be involved for non-formal
educational process too. The comparison of the formal, non-formal and informal
education described in Smyrnova-Trybulska (2013b). New projects offer free courses
online for anyone. Example of such project is massive open online course (MOOC).
MOOC is an online course aimed at unlimited participation and open access via the web
(http://en.wikipedia.org/wiki/Massive_open_online_course). The first article in this area
is the works of Dave Cormier ‘The CCK08 MOOC – Connectivism course, 1/4 way’
published in his blog (http://davecormier.com/).
One of the most popular platform for MOOC is Coursera. This project tries to
connect people to a great education so that anyone around the world can learn without
limits. More information can be found here http://www.coursera.org.
It was found that norms of the Net Generation comply with the principles and
foundations of MOOC (Figure 4).
Below, we take in account this relationship when forming list of resources that based
on needs of the Net-Generation students.
482 N. Morze et al.

Figure 4 MOOC for net generation (see online version for colours)

7 Conclusions

One of the prospective ways of the perfection of the information support of the
educational process in the higher education system is the forming of IEE. It allows for
creating conditions for supporting the learner’s self-development at the most, providing
the processes of humanisation of education and increasing its creativity, favouring culture
formed naturally, which is generated by the informational epoch, are realised the interests
and needs of the individual and social groups.
IEE has to be built as a system, by its essence comprising the unity of functionally
and structurally interconnected informational and technological elements, skilled usage of
which in pedagogical practice will allow the teacher in the conditions of education
informatisation to solve didactic issues on the technological basis with quality
guaranteed.
Below is a list of resources that we offer for teachers to use in the teaching-learning
process via e-learning based on needs of the Net-Generation students. According to the
model of e-environment of the university these resources mostly constitute technological
components of IEE but some are content and organisation components:
 Designing an e-university environment 483

• Resources of edutainment. For example:

a audio and video (recommended short video for 8–12 minutes)
b streaming multimedia
c 3D audio, video
d film, television and radio
e virtual museums
e educational games
f virtual worlds (3D visualised environment, 3D gaming interface integrated to
form 3D); etc.
• Resources for customisations. For examples:
a avatars, avatars that represent their users appear in many facets of the cyber
space such as virtual boardrooms, messaging and chatting, internet or console
gaming, marketing, broadcasting, film, television, education and training.
b all individual settings for creating personal learning environmental (personal
account related with all learning results and include favourites, history, widgets,
bookmark, RSS, etc.).
c all individual resources for creating personal learning environmental (blogs,
social network, personal sites, etc.).
• Resources for collaboration. For example:
a group communications (Google group)
b collaborative writing (White boarding)
c web publishing (Wiki)
d shared application (Prezi)
e screen sharing (remote desktop control), etc.
• Resources for rapid monitoring of students activity. For example:
a short training modules
b practical tasks
c peer assessment
d quick feedback (instant messaging, forum, chat)
e FAQ
d testing; etc.
• Resources for provide innovation (evolve near). As technology rapidly developing
here we include all the new resources that will appear for learning.
The usage in the educational process of the IEE resources is aimed at the intensification
of the training process, perfection of the forms and methods of training process
organisation, which provides the transition from the mechanical learning by students of
evident knowledge to their acquiring of abilities to gain new knowledge independently.
484 N. Morze et al.

8 Recommendations

“Too often it is education’s own processes and practices that limit broader uptake of new
technologies. Much resistance to change is simply comfort with the status quo, but in
other cases, such as in promotion and tenure reviews, experimentation with or adoptions
of clearly innovative applications of technologies is often seen as outside the role of
researcher or scientist” (NMC Horizon Report, 2012). “The options for … ‘education’
(author) to address the changing landscape can best be considered along a continuumof
change as depicted … as: Continue current strategy -> Multi-product approach ->
Auxiliary unit -> Separate Entity” (Casares et al., 2011).

Acknowledgements

The research leading to these results has received, within the framework of the IRNet
project, funding from the People Programme (Marie Curie Actions) of the European
Union’s Seventh Framework Programme FP7/2007-2013/under REA grant agreement
No. PIRSES-GA-2013-612536.

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