Multigenerational classrooms in higher education: equity and learning with technology

Abstract

Purpose The purpose of this paper is to discuss potential challenges learners from different generations may have with current instructional methods using educational technologies in the classroom. The authors hope to create awareness to help improve equity in learning opportunities and assist educators in understanding the needs of multigenerational classrooms. Design/methodology/approach In a narrative review of the literature, the authors present the current findings of the literature on generations in higher education and concerns for equity in learning opportunities. Findings It is commonplace in undergraduate programs for learners of multiple generations to attend classes together and research has shown that historical context and generational experiences affect the values, attitudes and learning preferences of each generation. Therefore, higher education institutions should be aware of the demographic profile of their students, as well as the external populations from which they may recruit students, to ensure they are cognizant of the needs of these populations and can provide equality in learning opportunities. Practical implications To assist with the needs of this changing student population, university leaders must consider generational characteristics to ensure equity in learning opportunity. Specifically, university leaders and educators in the classrooms will need to adapt and adjust for a changing student population providing instruction that meets the needs of multiple generations of learners, often within one classroom. Originality/value Often when we think of diversity in the classroom we think of age, gender, race or even culture. Today we must add diversity in generations. Unlike other equity issues in education such as access (McLaughlin, 2010), educators may not be considering the equity in the design of their instruction to provide equitable learning experiences based on a learners’ knowledge and skills established by their experiences with technology. The lack of knowledge and skills a learner has with technology based on their experiences may create barriers to their ability to understand and complete instructional content involving technology (Wager, 2005). To ensure all learners can be successful, educators should strive to provide equality in learning opportunities when designing instruction including technology.

An Examination of the Relationship between Generation, Gender, Subject Area, and Technology Efficacy among Secondary Teachers in the United States

“…This finding is interesting as previous research indicates that teachers of some subjects tend to believe that a lack of technology skills and technology knowledge were barriers to their technology integration and resulting classroom practices (Barak, 2017;Wang et al, 2014). However, previous study has also determined that generation can be a significant predictor of Integrated Applications, which supports Lowell and Morris's (2019) assertion that generation may play a role in teachers' applications of technology in the classroom. The findings of this study also add to the understanding of the social cognitive theory and in examining factors that can impact the relationship between one's self-belief of capability and one's chosen action.…”

“…Of importance, the technology gap among generations may also be evident in the classroom given the various ages, experiences, and opportunities for learning about technology that occur among teachers in K-12 schools. Since teachers determine the extent to which technology is integrated into the classroom curriculum (Minshew & Anderson, 2015), the impact of teachers' generational categorization should be examined to determine what, if any role it may play in determining teachers' technology self-efficacy (Lowell & Morris, 2019).…”

A model for evaluating the vital factors affecting cloud computing adoption

“…Cloud computing has rapidly turn into the primary technique for individuals to get computing resources, information services and entertaining amenities (Gu et al, 2014;Lowell and Morris, 2019). Cloud computing effects on the entire computing actions such as commercial back up.…”

Teaching English online in higher education: Understanding the social climate of online academic English courses

“…This is one of the factors that can impact the social climate of a classroom, much more so in online learning, because the teacher is the primary actor directing the learning processstudents cannot interact among themselves as much as they do in a regular classroom. Thus far, studies have identified a number of strategies for addressing issues of equity in online learning, such as utilising the widely used technological tools among students from diverse backgrounds (Reich et al, 2012), enhancing the digital agency, that is, the individual's ability to control and adapt to the digital world, among learners (Passey et al, 2018), and collecting the demographic profile of students as well as the external populations from which they are drawn (Lowell et al, 2019).…”