Teaching Excellence Colloquium:
The Net Generation, Learning Styles and Technology-Enhanced Education: Opportunities and Challenges
Professor and Director of the Research Initiative for Teaching Effectiveness, University of Central Florida
November 17, 2006
This colloquium focuses on the characteristics of net generation learners and their interaction with reactive behavior patterns in the distributed learning environment. Results focus on success and withdrawal across disciplines, students' satisfaction with their learning experiences, and differing reactions to online learning by generational cohorts and learning preference.
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Topic Relevant Information
- The Net Generation, Learning Styles, and Technology-Enhanced Education: Opportunities and Challenges (PDF). These are the presentation slides from the colloquium.
- Ensuring the Net Generation Is Net Savvy (PDF). This white paper explores the challenges of functioning in an information-rich environment where students must blend skills in finding information, using technology, and thinking critically.
- How Choice, Co-Creation, and Culture are Changing What It Means to be Net Savvy. This paper discusses how information technology is changing our habits, expectations, and norms.
- Bibliography of publications about evaluation of distributed learning and Long’s reactive behavior patterns (PDF). This document also contains a link to the University of Central Florida's Research Initiative for Teaching Effectiveness web site.
- Bibliography of publications about generations (PDF).
- Dr. Fox Rocks: Student Perceptions of Excellent and Poor College Teaching (PDF). The authors explore relationships among items of a student rating instrument measuring teaching effectiveness at a large metropolitan university. The results show consistency of students’ perceptions of "Excellent" and "Poor" college teaching.
- Higher Education, Blended Learning, and the Generations: Knowledge is Power - No More (PDF). The authors explore blended learning environments from metaphorical and generational perspectives and conclude that the metaphor "knowledge is power" is evolving to more accurately reflect asynchronous learning networks (ALN) in higher education.
- Reactive Behavior Patterns Go Online (PDF). The researchers examine the positive and negative responses of online students and how these responses differ by reactive behavior patterns.
- Three ALN Modalities: An Institutional Perspective (PDF). The authors consider complexities of research on varying course modalities - Web-enhanced (E), mixed-mode (M), and fully Web-based (W) - and how University of Central Florida's ongoing Distributed Learning Impact Evaluation has evolved.
- List Of Books Related to Dr. Dziuban’s Colloquium (PDF). These books are available at the Thomas Cooper library.
About the Presenter
Charles Dziuban is Director of the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where has been a faculty member since 1970 teaching research design and statistics. He received his Ph.D. from the University of Wisconsin. Since 1996, he has directed the impact evaluation of UCF’s distributed learning initiative examining student and faculty outcomes as well as gauging the impact of online courses on the university. Chuck has published in numerous journals including Multivariate Behavioral Research, The Psychological Bulletin, Educational and Psychological Measurement, the American Educational Research Journal, the Phi Delta Kappan, the Internet in Higher Education, the Journal of Asynchronous Learning Networks, and Sloan-C View. His methods for determining psychometric adequacy have been featured in both the SPSS and the SAS packages. He has received funding from several government and industrial agencies including the Ford Foundation, Centers for Disease Control, and the National Science Foundation and the Alfred P. Sloan Foundation. In 2000, Chuck was named UCF’s first ever Pegasus Professor for extraordinary research, teaching, and service and in 2005 received the honor of Professor Emeritus. In 2005 Chuck received the Sloan Consortium award for Most Outstanding Achievement in Online Learning by an Individual. In 2006 he was appointed to the National Information Communication Technology Council to provide leadership in creating national standards for information literacy.