The Methods and IT-Tools Used in Higher Education Assessed in the Characteristics and Attitude of Gen Z

Szabó, Csilla Marianna; Bartal, Orsolya; Nagy, Bálint

doi:10.12700/aph.18.1.2021.1.8

Cited by 16 publications

(8 citation statements)

References 9 publications

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“…Most of the time, teachers have to deal with the fact that students become impatient if they don't receive immediate feedback and quick information that they are used to during their daily online life. Various studies suggest that the intensive use of the internet and the search for information on the digital network influence the brain activity of Gen Z individuals: the activity is generalized in certain determined areas while those neural pathways, which supported traditional mental functions, weaken and new connections suitable for clip thinking are formed [ 25 ]. This new "way of thinking" forces the brain to do intensive work that can impede deep thinking and learning.…”

Section: Introductionmentioning

confidence: 99%

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

Caratozzolo

Lara-Prieto

Hosseini

et al. 2022

Int J Interact Des Manuf

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The current demands of the labor market demand a new compendium of skills from engineering graduates. To develop skills at a more complex level, this study analyzed the use of second-generation Video Essays and Podcasts to improve soft skills. The characteristics of students belonging to Generation Z as digital natives were considered and digital platforms were adapted for interaction in social networks to enhance critical thinking and creativity (Criticality). Active learning experiences in different engineering programs were analyzed using the 4-group Solomon methodology with a quantitative design and different assessment instruments were used for Pre-Tests and Post-Tests, including various fluency and originality tests, as well as answering articulation ability tests. and modified VALUE rubrics from the Association of American Colleges and Universities (AAC&U). Our results clearly suggest that the use of these two tools substantially improves understanding of scientific concepts in engineering subjects, a greater ability to develop increasingly in-demand skill sets, and a greater awareness of creative thinking competence.

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Section: Introductionmentioning

confidence: 99%

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

Caratozzolo

Lara-Prieto

Hosseini

et al. 2022

Int J Interact Des Manuf

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“…Many scholars believe that the wide application of new technologies in the teaching process is a milestone, which will improve students' learning outcomes and enhance students' ability to acquire digital information (Szabo et al, 2021). However, some scholars are concerned about the limitations of standardized models behind these apps and even their imposition on school education Many studies have shown that both teachers and students appreciate the application of new educational technologies in daily teaching (Gopal et al, 2021), which promotes students' personalized learning and communication and cooperation among students.…”

Section: Introductionmentioning

confidence: 99%

Experience Of Learning Practice Based On "Byod+ Plipped Classroom"

Cheng¹

2023

The European Proceedings of Educational Sciences

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Students from two classes of the ISEC program at Baotou Normal University participated in a general education course in environmental science and technology called "BYOD+ Flipped Classroom". Course content is mainly pushed by the platform of Blue Moyun class. Students use their own devices (smart phones) to participate in online learning and interaction of the course. The teaching team uses the mixed method of "BYOD+ flipped classroom" for teaching design and implementation. Student questionnaires show that students' knowledge has expanded, survey and other curriculum activities have increased, and their grades have improved. The data of group interview shows that students have a good learning experience of this learning mode and a positive view of the teaching mode of "BYOD+ Flipped classroom". The average score of students who implemented the "BYOD+ flipped classroom" hybrid teaching method was 85.18% (2017), while the average score of students who implemented the traditional teaching method was 81.39% (2016). In 2017, the average course evaluation score of "BYOD+ Flipped Classroom" students was 96.8/100, compared with 93.74/100 under the previous traditional teaching model. It can be seen from the group interview that, first of all, students have obtained a better learning experience, and secondly, students' attitude towards the ecological environment has changed.

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“…Selain itu, generasi z juga tidak tertarik hanya pada satu isu, mereka tertarik pada segala hal, generasi z juga berpikir dan berkomunikasi secara global. Generasi z juga merupakan genersi yang mempunyai kemampuan rendah dalam kemampuan memperhatikan dalam durasi yang cukup lama, dan mereka senang melakukan banyak pekerjaan dalam satu waktu (Noor Azman et al, 2021;Szabo et al, 2021;Szymkowiak et al, 2021;Hernandez-de-Menendez et al, 2020).…”

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“…Otak generasi z secara struktural menunjukan perbedaan dengan generasi sebelumnya, hal tersebut sebagai akibat dari intensitas yang tinggi terhadap penggunaan gadget dan internet. Otak generasi z lebih berkembang pada aspek yang bertanggung jawab pada kemampuan visual dibandingkan dengan bagian lain, akibatnya generasi z lebih optimal dalam memproses informasi secara visual (Szabo et al, 2021;Szymkowiak et al, 2021). Rentang perhatian generasi z di antara 7 -10 menit, sehingga kemampuan membaca mereka kurang dari 20% dalam satu periode waktu tertentu, selain itu ketergantungan terhadap sumber daya digital mereka juga tinggi, sehingga mengakibatkan kurangnya toleransi tanpa sumber daya digital tersebut.…”

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“…Suatu informasi perlu digali secara mendalam dan dapat disimpan pada memori jangka panjang, sehingga informasi tersebut dapat menjadi sebuah pengetahuan bagi seseorang. Namun, seperti yang telah dibahas sebelumnya kemampuan perhatikan generasi z dapat dikatakan rendah, selain itu kebiasaan generasi z dalam mencari dan memperoleh informasi secara digital melalui internet mengakibatkan informasi tersebut hanya disimpan dalam memori jangka pendek, sebagai akibat terlalu banyaknya informasi yang diperoleh (Szabo et al, 2021). Karakteristik tersebut memberikan tantangan bagi praktisi pendidikan agar mengembangkan pendekatan sampai media pembelajaran berbasis audio visual, hal tersebut juga berlaku pada setiap domain keilmuan, termasuk matematika.…”

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Penerapan Sistem Pembelajaran Berbasis Video bagi Siswa SMP pada Materi Ekspresi Aljabar

Maskar

Priatna

2023

Cendekia

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Pada saat ini siswa sekolah berumur antara 10 – 27 tahun, artinya mereka lahir antara tahun 1995 sampai dengan 2012. Generasi tersebut bernama generasi z atau lebih umum disebut Gen-Z. Generasi ini merupakan generasi yang lahir dan tumbuh bersama internet. Generasi z memiliki karakteristik yang tidak sama dengan generasi sebelumnya, diantaranya mereka tidak suka menggunakan media tradisional, dan lebih senang menggunakan teknologi, karena generasi z berinteraksi dengan gadget dan internet selama hampir 24 jam dan 7 hari. Tulisan ini bertujuan untuk mengetahui efektivitas proses pembelajaran dengan menggunakan sistem berbasis video dan mengetahui respons pemahaman siswa selama proses pembelajaran tersebut menggunakan lembar kerja siswa terkait materi Ekspresi Aljabar. Metode yang digunakan pada penelitian ini yaitu jenis penelitian kualitatif dengan cara mendeskripsikan efektivitas penerapan sistem pembelajaran berbasis video tersebut serta hasil lembar kerja siswa. Subjek penelitian ini yaitu 25 siswa SMP di Kabupaten Cianjur. Teknik analisis data pada studi ini dengan cara membandingkan hasil tes pada sistem pembelajaran berbasis video dengan nilai ketuntasan minimal di sekolah subjek. Hasil penelitian ini menunjukan bahwa penerapan sistem pembelajaran berbasis video ini efektif untuk dapat diterapkan pada proses pembelajaran materi Ekspresi Aljabar, mengembalikan peran guru sebagai fasilitator, dan mampu memberikan efek positif terhadap pemahaman materi Ekspresi Aljabar siswa. Artikel ini juga menuliskan beberapa kendala dalam proses penerapan sistem pembelajaran berbasis video tersebut berdasarkan hasil pengamatan penulis selama proses pembelajaran di kelas.

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The Methods and IT-Tools Used in Higher Education Assessed in the Characteristics and Attitude of Gen Z

Cited by 16 publications

References 9 publications

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

Experience Of Learning Practice Based On "Byod+ Plipped Classroom"

Penerapan Sistem Pembelajaran Berbasis Video bagi Siswa SMP pada Materi Ekspresi Aljabar

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