The Millennial Student: A New Generation of Learners

Abstract

Objective: Each generation comes to college with varying characteristics that distinguish them from their predecessors. Teaching has evolved into a learning centered classroom that focuses on student learning rather than on teacher delivery. The purpose of this article is to introduce the Millennial Student and identify various characteristics that influence teaching and learning. Background: A new generation of learners has immersed themselves in the college classroom. They are determined, driven achievers who depend on technology and their support system. The method of teaching ten years ago is not the method to achieve learning with this generation. Their characteristics mimic the characteristics of the Silent Generation, those who were born between the years of 1925–1942, and are now grandparents to the Millennial. The Millennial are quite opposite of their predecessors, Generation X. Description: There are key descriptors of the Millennial Generation that define their characteristics as a society. These characteristics are identified with a strategy to understand and use as teachers implement learning. A paradigm shift is occurring, and higher education cannot ignore the needs of these students. Teachers are taking on various roles in and out of the classroom to achieve student learning and successful teaching. Athletic training education serves the Millennial Generation not only in the classroom, but in the clinical setting as well. A new understanding of this student allows educators to develop learning skills didactically and clinically. Advantages: Through the evolution of society, media, technology, and communication, teachers must understand their audience in order to develop instructional methods and delivery styles that will produce effective learning outcomes in the Millennial Student.

Consideration of Problem-Based Learning in Athletic Training Education

“…The researchers have shown higher knowledge retention over time 17 ; students find learning to be more enjoyable, relevant, and stimulating 27 ; program evaluations including student attitudes and opinions as well as clinical performance scores were significantly higher 5 ; and national medical licensing and dental board examination scores were higher. [41][42][43] Research in athletic training education recommends the use of cognitive learning theory in developing curriculums 10,12,13 and has indicated the specific use of problem-based learning 47,51 ; therefore, theoretically, problem-based learning has the potential to be an effective teaching strategy in athletic training education. The challenges of problem-based learning, including increased faculty time, 25 the potential for loss of content acquisition, 27 and making students responsible for their own learning, 44 should be weighed with the benefits.…”

“…Researchers in athletic training education recommend the use of cognitive learning theory in developing curriculums. 10,12,13 Cognitivism is described as an understanding of new information by relating it to information that is already understood and the ability to organize information to make it meaningful. 14 From a cognitivist perspective, students will learn better when they can internalize information and make it their own through meaningful connections to their experiences.…”

Does User Generated Content Characterize Millennials’ Generation Behavior? Discussing the Relation between SNS and Open Innovation

“…For instance, Ordun and Akun [11] and Rodden and Hritz [22] have focused their research in UGC created by millennials to deepen the knowledge of psychological traits, attitudes and motivations [32]. Furthermore, Jia [29] and Monaco and Martin [33] identified major types of motivations of generating content on different millennial chat groups on the internet by analyzing all the chatting messages individually, i.e., without directly asking the users of those messages. The results indicated that the main motivations of these users were knowledge and sense of belonging [34].…”

Exploring open-ended responses and the implications for faculty development

“…The findings presented reinforce Chickering and Gamson's (1987) Students are coming to college with varying academic abilities (Monaco & Martin, 2007). Faculty, student and academic support staff need to acknowledge and act on the knowledge that not all students learn the same and that some students have diverse instructional needs (Farrell, 2003;National Council on Disability, 2003).…”