Net Gen P Dday09 Final
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Transcript of Net Gen P Dday09 Final
Are BCIT Students Digital Learners?
Mark Bullen, Adnan Qayyum, Tannis Morgan
12/25/09
Introduction
• Sequel to last year’s presentation• Research project:
– How are BCIT students communicating outside the classroom?
– Do they fit the “net generation” profile
• Research team
22/25/09
Who Cares?
• “Net Generation” claims• Implications for higher education• Validity of the claims
32/25/09
Net Generation Claims
• Fundamentally different that previous generations– Technologies used– How they use technology
• These differences affect how they learn
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Net Generation Claims
• Exposed to digital technology from an early age
• Profound impact“today’s students think and process information fundamentally
differently than their predecessors. These differences go further and deeper than most educators suspect or realize” – Marc Presnsky, 2001
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Net Generation Characteristics
• Multitaskers• Sophisticated users of technology• Need for immediate feedback• Prefer teamwork, collaboration• Experiential learners• Social• Ambitious• Career-oriented
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Implications for Higher Education
• Digital game-based learning• Collaborative learning• Multimedia• Interactive learning• Expect to be entertained• Personalized learning• Shift from architecture of presentation to
architecture of participation
72/25/09
Validity of Claims
• Claims not based on sound research• North American bias• Reviews of research do not support claims• Research tends to contradict many of the
claims• Does this mean business as usual?
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BCIT study• Second part of a study
– Part 1: interviewed 69 students– Part 2: Survey (442 students in 14 courses)
• Questions about behaviours and attitudes based on NetGen literature and part 1 of study
• Self-reporting• Student demographics
– Female -43% Male -56%– Trades -21% Technology -79%– NetGen -78% (22) NonNetGen -22% (32)– Working -48% Not working -52%
92/25/09
Students responses (NetGen traits 1)
Item Level of agreement
NetGen significant?
Digitally literate High Not significant
Connected Moderately high Small relationship
Multitasking Moderately high Small relationship
Experiential learning Moderately high Not significant
Structured learning Moderately high Not significant
102/25/09
Student responses (NetGen traits 2)
Item Level of agreement?
NetGen significant?
Group work Low Small relationship
Social Moderately high Not significant
Goal oriented Moderate Not significant
Preference for text Moderate Small relationship
Community minded Moderate Not significant
112/25/09
Student responses (peers)
Communication mode
Usage level NetGen significant?
BCIT email Moderate Not significant
Personal email Moderately high Not significant
Instant messaging Moderate Small relationship
Text message (phone) Moderately high Small relationship
Facebook/ MySpace Moderate Small relationship
Talking via phone Moderately high Small relationship
Talking in person High Not significant
WebCT Low Not significant
122/25/09
Student responses (instructors)
Communication mode
Usage level NetGen significant?
BCIT email Moderate Not significant
Personal email Moderate Not significant
Instant messaging Low Not significant
Text message (phone) Low Not significant
Facebook/ MySpace Low Not significant
Talking via phone Low Not significant
Talking in person High Not significant
WebCT Low Small relationship
132/25/09
Implications for BCIT
“Whether the Net Generation is a purely generational phenomenon or whether it is associated with technology use, there are a number of implications for colleges and universities. Most stem from the dichotomy between a Net Gen mindset and that of most faculty, staff, and administrators.”Diana Oblinger, Educating the Net Generation
142/25/09
Implications (1)
• BCIT are students have a basic level of comfort with many ICTs but this is not related to generation– Limited toolkit (email, texting, cell phones)
• Driven by ubiquity, self-organizing capabilities, type of communication it provides (distance/proximity), practicality
– Infrastructure, program specific technologies and software (qualitative)
What does this mean for how we teach?
152/25/09
Implications (2)
• BCIT context, not generation, is more of determining factor in ICTs and learning– Experiential learning (not age related, but
attraction for student population)
What does this mean for how we teach?
162/25/09
Implications (3)
Group work is not highly preferred, even though students are highly social and consider themselves to be highly connected because of ICTs
– Students spend 7-8 hours x 5 days/week on campus– 5+ courses at a time– access to communication and collaboration is not
the problem
– Motivation to group work? Appropriateness of group work?
What does this mean for how we teach?
172/25/09
Implications (4)
• Multitasking– Students spend 7-8 hours x 5 days/week on
campus– 5+ courses at a time– Substantial amount of students working part time– Access and ubiquity of ICTs
What does this mean for how we teach?
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Conclusion
• Generation does not explain technology use or learning preferences– Context matters--nature of programs,
program design– Decision making based on needs of your
learners
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Asking the Right Questions
• Who are our learners?• How are today’s learners different from (or
the same as) faculty/administrators?• What learning activities are most engaging for
learners?• Are there ways to use IT to make learning
more successful?
202/25/09
For More Information
• http://netgennonsense.blogspot.com/• [email protected]• [email protected]• [email protected]
212/25/09