Using Generation Z's Learning Approaches to Create Meaningful Online Learning

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Author(s): Letha Mellman (University of Wyoming, USA), Mia Kim Williams (University of Wyoming, USA)and David A. Slykhuis (University of Northern Colorado, USA)
Copyright: 2021
Pages: 21
Source title: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7222-1.ch008

Keywords: Education / Information Science Reference / K-12 Education / Virtual Learning Environments

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Abstract

This chapter presents findings from an eDelphi research study through which participant experts of Generation Z established learning approaches for online environments. Experts were members of this generation all being born in 2001 or 2002 who have participated in informal or formal pre-pandemic online learning. Background on Generation Z, description of the eDelphi research method, and implications of the learning approaches provide insight to different pedagogical practices that support successful online teaching and learning aligned with the learning approaches established by Generation Z. This generation bridges the bulk of K12 and undergraduate learners. As educators re-vision classrooms necessitated by the current educational climate, understanding the learning approaches of students provides a critical foundation on which educators can make pedagogical decisions that engage learners in online contexts.

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Using Generation Z's Learning Approaches to Create Meaningful Online Learning

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