Generation Z, Meet Cooperative Learning

Igel, Charles C.; Urquhart, Vicki

doi:10.1080/00940771.2012.11461816

Cited by 70 publications

(50 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Even if there is not yet enough scientific evidence on the behavior of generation Z, some argue that, according to their observations, severity and strict orders can scare away individuals from generation Z. Indeed, one of the characteristics of this generation is that it is more "self-directed" than previous generations (Igel & Urquhart, 2012). Hence, people from this generation oppose others' opinions whenever they have the opportunity to do so.…”

Section: H9amentioning

confidence: 98%

Technology as a Double-Edged Sword: From Behavior Prediction with UTAUT to Students’ Outcomes Considering Personal Characteristics

Khechine

Lakhal

2018

JITE:Research

View full text Add to dashboard Cite

Aim/Purpose: We aim to bring a better understanding of technology use in the educational context. More specifically, we investigate the determinants of webinar acceptance by university students and the effects of this acceptance on students’ outcomes in the presence of personal characteristics such as anxiety, attitude, computer self-efficacy, and autonomy. Background: According to literature in information systems, understanding the determinants of technology use and their effect on outcomes can help ensure their effective deployment, which might yield productivity payoffs. Methodology: Data collection with an online quantitative questionnaire yielded to 377 valid responses from students enrolled in an undergraduate management information systems course. SPSS software allowed obtaining descriptive statistics and Smart-PLS was used for validity and hypotheses testing. Contribution: Previous studies assessed either the determinants of technology use or the effect of their use on students’ outcomes, and often omitted to assess the role of personal characteristics. This research fulfills the gap about the scarcity of studies that link goals to intentions and behavior, while considering personal cognitive characteristics. Findings: Results showed that performance expectancy, social influence, facilitating conditions, and voluntariness of use explained the behavioral intention and webinar usage. Some of these relationships were direct and others were moderated. Satisfaction was the only student outcome affected by the use of webinars. Anxiety, attitude, and autonomy are the personal characteristics that exerted direct and moderating effects on the relationships between the main variables of the research model. Recommendations for Practitioners: Results gave rise to interesting managerial recommendations for adopting technologies in universities. Among them, teachers are encouraged to promote the webinars’ advantages and to exert less pressure on students to use webinars. Recommendation for Researchers: On the theoretical side, we brought a holistic view of the use of technologies in higher education by linking goals to intentions and behavior, and integrating personal cognitive characteristics into the same model. Results allowed enriching the literature about technology adoption in the educational context. Future Research: Future research should follow closely the results of studies on generation Z to find better explanatory variables of technology adoption. We also propose to consider new variables from the updated technology acceptance models to further understand the derteminants of technology use by students.

show abstract

Section: H9amentioning

confidence: 98%

Technology as a Double-Edged Sword: From Behavior Prediction with UTAUT to Students’ Outcomes Considering Personal Characteristics

Khechine

Lakhal

2018

JITE:Research

View full text Add to dashboard Cite

show abstract

“…Previously, it was feared that the need of 21st century students to participate in collaborative learning, both formal and informal, would lead to weakened motivation; however, what is essential is not the social context or collaboration per se, but how the activities are harnessed to enhance intentional learning (Jarvela & Niemivirta, 1999). Igel and Urquhart (2012) indicated that within social learning, collaborative learning occurs when students work in groups, while cooperative learning is highly structured to ensure even participation among members. "When teachers use cooperative learning properly, they are more likely to reengage students who have become marginalized while better preparing all students to be successful in their future endeavours" (Igel & Urquhart, 2012, p. 17).…”

Section: Blended-learning Approachmentioning

confidence: 99%

“…"When teachers use cooperative learning properly, they are more likely to reengage students who have become marginalized while better preparing all students to be successful in their future endeavours" (Igel & Urquhart, 2012, p. 17). Igel and Urquhart (2012) outlined three principles for the successful implementation of cooperative learning, and how each could be accomplished:…”

Section: Blended-learning Approachmentioning

confidence: 99%

Facing the Generation Chasm: The Parenting and Teaching of Generations Y and Z

Swanzen

2018

IJCYFS

View full text Add to dashboard Cite

Abstract:The Millennials, or Generation Y, have been receiving increasing attention as these young people have entered tertiary institutions and the workplace over the past decade. Their behavior towards authority is coming under sharper scrutiny as they prepare to move into leadership positions. For example, their assertiveness received both positive and negative attention in the South African media during the "fees must fall" campaign. While parents, caregivers, teachers, and employers wonder about the best approach to Millennials, Generation Z are also entering post-secondary schools. Parenting approaches and the role of technology are being reevaluated. Within this context the article provides strategies that might be used to understand and guide these generations, thus helping avoid a generation gap that would threaten healthy relationships with our youth. After highlighting the differences between the attributes of these generations of young people and the generations who raised them, concepts such as character qualities, digital nativeness, and global civic engagement will receive attention. The convergence of such concepts will be used to recommend strategies for use in the parenting and teaching of Generations Y and Z.

show abstract

“…The 4th sub indicator is self-confidence. Social learning experiences that are often called groups or cooperative learning in class can have a positive effect on young people [16]. This causes increased confidence in students.…”

Section: B Discussionmentioning

confidence: 99%

“…SFAE method is a method that provides opportunities for students to present ideas or opinions to other participants. Research shows that social learning experiences which are often called groups or cooperative learning in class can have a positive effect on young people [16].…”

Section: B Student Facilitator and Explainingmentioning

confidence: 99%

Student Facilitator and Explaining in Improving Student Social Skills: Assertive Behavior in Opinion and Communication

Anisa¹,

Mustadi²,

Wibowo³

2019

Joint Proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International C

View full text Add to dashboard Cite

This study was aimed at improving assertive behavior which is one aspect of social skills using Student Facilitator and Explaining (SFAE) method of semester VI students in the Social Studies concentration class of Elementary School Teacher Education UMM. This type of research was classroom action research. Kemmis & McTaggart model was used as the design research. The research subjects included the semester IV students in the Social Studies concentration class at the Elementary School Teacher Education UMMwith a total of 40 students. The object of research was assertive behavior. Data collection techniques that used in this research were questionnaires and observations. Data analysis techniques were carried out in descriptive quantitative approach. The results showed an increase in the average of overall class score. These results indicated that SFAE method positively influences social skills in students especially in assertive behavior. This finding implies that SFAE is an alternative learning method that can be applied to improve student assertive behavior. Keywords-student facilitator and explaining; assertive behaviorInternational

show abstract

Generation Z, Meet Cooperative Learning

Cited by 70 publications

References 10 publications

Technology as a Double-Edged Sword: From Behavior Prediction with UTAUT to Students’ Outcomes Considering Personal Characteristics

Technology as a Double-Edged Sword: From Behavior Prediction with UTAUT to Students’ Outcomes Considering Personal Characteristics

Facing the Generation Chasm: The Parenting and Teaching of Generations Y and Z

Student Facilitator and Explaining in Improving Student Social Skills: Assertive Behavior in Opinion and Communication

Contact Info

Product

Resources

About