Engaging the Millennial Generation in Class Discussions

Roehling, Patricia V.; Kooi, Thomas Lee Vander; Dykema, Stephanie A.; Quisenberry, Brooke; Vandlen, Chelsea

doi:10.1080/87567555.2010.484035

Cited by 70 publications

(56 citation statements)

References 17 publications

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“…In a study conducted by Roehling et al (2011), results showed that students required significant stimulation to remain engaged in a class lesson. Discussion, especially lively conversations where the instructor was open to varied viewpoints and questions, significantly increased engagement levels.…”

Section: Discussion-orientedmentioning

confidence: 99%

“…A great deal of research focuses on the collaborative nature of the Millennials and their need and desire to work in teams (Roehling et al 2011, Werth and Werth 2011, Hartman and McCambridge 2011and Barnds 2009). In short, members of Generation Y have grown up in a team atmosphere through a myriad of play dates and extra-curricular activities.…”

Section: Team Atmosphere and Group Workmentioning

confidence: 99%

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Increasing Student Responsibility in Revision Efforts: Redefining and Restructuring Peer Response with the Millennial Generation

Bickford¹

2015

JOAW

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The Millennial Generation presents a unique set of challenges to the classroom, including the desire to multi-task and teamwork as well as a strong need for attention and validation. Frequently, this creates a conflict between the students' current skills and the teacher's expectations when it comes to drafting and revision efforts. Restructuring traditional peer response methods into a group conferencing method allows students to utilize their current strengths while building skills necessary for later writing assignments. By participating in a six-step activity that occurs during a seventy-five minute class period, students are asked to listen, read, write, respond, discuss, and apply writing techniques. Over the semester, the author finds that students are invited into the writing discourse by developing vocabulary representative of global writing issues (development, transitions, paragraph structure, etc.) as well as that of grammar and mechanics. In the process, students learn how to trust their instincts and listen to others while participating in a methodical approach to decision-making.

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Section: Discussion-orientedmentioning

confidence: 99%

Section: Team Atmosphere and Group Workmentioning

confidence: 99%

Increasing Student Responsibility in Revision Efforts: Redefining and Restructuring Peer Response with the Millennial Generation

Bickford¹

2015

JOAW

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“…Through all this, they felt the need of steady support from their protective parents concerned about their safety, schooling and academic and extracurricular success [37]". Students in the Millennial generation have been raised in an "environment in which individuality is highly valued and information, entertainment and social interactions are unlimited and at their fingertips [38]." DeBard (2004) presents a set of characteristics that provide a perspective on tendencies of Millennial-generation college students.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

An Exploration of Anchoring Female Millennial Students to an IS/IT Career Path: The CLASS Model

Noteboom

Rowland²

2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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“…1,14,16 This satisfaction level for students is important if they are to remain engaged with their medical education over the course of a lifetime. 17 Traditional learning will need to be integrated with technology in order to stay relevant. 17 Technological tools cannot be effective in a vacuum; they must become part of an integrated curriculum.…”

Section: The Promise Of Technology In Neurologymentioning

confidence: 99%

“…17 Traditional learning will need to be integrated with technology in order to stay relevant. 17 Technological tools cannot be effective in a vacuum; they must become part of an integrated curriculum. As Chan and Robbins 18 wrote, "Internet-based learning software is another tool in the educator's armamentarium.…”

Section: The Promise Of Technology In Neurologymentioning

confidence: 99%

Opinion and Special Articles: Electronic media in neurology education

Lakhan

Tepper²,

Snarski³

et al. 2013

Neurology

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Progress, promise, and pitfallsToday's neurology learners have more information to assimilate than ever before, 1 requiring them to learn as quickly and efficiently as possible, while also becoming lifelong learners. To facilitate more effective and expedient learning, neurology educators have begun using computer-assisted learning technologies in education and residency. Electronic media have been found to be effective additions to education due to their flexibility, scalability, timeliness, and adaptability.2 Computerbased learning is increasingly employed by medical students, neurology trainees, and practicing neurologists, making it necessary to acclimate students and trainees to such technology before they enter professional practice.Favorable results have been achieved using electronic learning tools in neurology, but some studies have revealed limitations in their effectiveness. This article looks at evidence that supports and sometimes calls into question the use of technology in neurology education, concluding with how technology could be effectively integrated into neurology education.

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Engaging the Millennial Generation in Class Discussions

Cited by 70 publications

References 17 publications

Increasing Student Responsibility in Revision Efforts: Redefining and Restructuring Peer Response with the Millennial Generation

Increasing Student Responsibility in Revision Efforts: Redefining and Restructuring Peer Response with the Millennial Generation

An Exploration of Anchoring Female Millennial Students to an IS/IT Career Path: The CLASS Model

Opinion and Special Articles: Electronic media in neurology education

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