Blended Learning and the Millennial Generation

1
Blended Learning and the Millennial Generation

• Chuck Dziuban
• Patsy Moskal

University of Central Florida
2
Top down and bottom up approach to blended
learning
E
W
M
Institutional Initiative
Faculty Initiative
3
Success rates by modalitySpring 01 through
Spring 03
F2F
M
Total N 119,393 students
W
Percent
4
Success rates by modality for Health Public
Affairs
F2F
M
Total N 26,073 students
W
Percent
5
Success rates by modality for Arts Sciences
F2F
M
Total N 49,460 students
W
Percent
6
Success rates by modality for Education
F2F
M
Total N 10,822 students
W
Percent
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Student Generations
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Some characteristics of the generations

• Matures (prior to 1946)
• Dedicated to a job they take on
• Respectful of authority
• Place duty before pleasure
• Baby boomers (1946-1964)
• Live to work
• Generally optimistic
• Influence on policy products

• Generation X (1965-1980)
• Work to live
• Clear consistent expectations
• Value contributing to the whole
• Millennials (1981-1994)
• Live in the moment
• Expect immediacy of technology
• Earn money for immediate consumption

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Technology is anything invented after you were
born

• Boomers
• TV
• Mainframes
• Telephones
• Party lines
• LPs

• Gen Xers
• Video games
• PCs
• Commands
• E-mail
• Mailing lists
• Cassettes

• Millennials
• The Web
• Mobile devices
• IM, blogs
• Virtual communities
• CDs, MP3s

Alan Kay
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Students Gone Wild on Web Site Leaving College
Officials in a Muddle, Palm Beach Post

• Social Networking
• Facebook.com
• Myspace.com
• Rate my Professor.com

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Searching for DummiesNew York Times

• National Center for Education Statistics
• Ability to interpret complex texts
• 1992 40
• 2006 31
• Times of London
• Students more poorly prepared
• Less teachable

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Millennials on campus
13,300,000
6,900,000
Student enrollment in millions
2012 (predicted)
2002
National Center for Education Statistics, 2004
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The Generations in Web Courses
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Students who were very satisfied by generation
55
38
26
Percent
Boomer 1946-1964 n328
Generation X 1965-1980 n815
Millennial 1981-1994 n346
15
Better able to integrate technology into their
learning
67
48
34
Percent
Boomer 1946-1964 n328
Generation X 1965-1980 n815
Millennial 1981-1994 n346
16
Because of the web I changed my approach to
learning
51
37
Percent
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Boomer 1946-1964 n328
Generation X 1965-1980 n815
Millennial 1981-1994 n346
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Students positive perceptions about blended
learning

• Convenience
• Reduced Logistic Demands
• Increased Learning Flexibility
• Technology Enhanced Learning

Reduced Opportunity Costs for Education
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Students less positive perceptions about blended
learning

• Reduced Face-to-Face Time
• Technology Problems
• Reduced Instructor Assistance
• Overwhelming
• Increased Workload

Increased Opportunity Costs for Education
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Success in Blended Courses by Gender and
Generational Membership
Success (N18,732) 93
Female (N12,184) 94
Male (N6,548) 90
Mature-Boomer (N1,800) 98
Gen X (N6,431) 95
Millennials (N3,913) 90
Mature-Boomer (N5,521) 95
Gen X (N3,809) 92
Millennials (N2,182) 83
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Success rates by generation and course level
Baby Boomer
Gen X
Millennial
Percent
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College Level Academic Skills Test (CLAST)
English Scores by Generation
Mean
Gen X 1965-1980 (N 872)
Boomer 1946-1964 (N 383)
Millennial 1981-1994 (N 1,152)
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College Level Academic Skills Test (CLAST) Math
Scores by Generation
Mean
Gen X 1965-1980 (N 909)
Millennial 1981-1994 (N 1,628)
Boomer 1946-1964 (N 401)
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College Level Academic Skills Test (CLAST)
Reading Scores by Generation
Mean
Gen X 1965-1980 (N 869)
Boomer 1946-1964 (N 384)
Millennial 1981-1994 (N 1,157)
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Student Behavior Types
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Research on reactive behavior patterns

• Theory of William A. Long, University of
  Mississippi
• Ambivalence brings out behavior patterns
• Provides a lens for how types react to
  different teaching styles

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Resources

• Personality
• Emotional maturity
• Sophistication level
• Level of intellect
• Educational level
• Character development

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A description of Long behavior types

• Aggressive Independent
• high energy
• action-oriented
• not concerned with approval
• speaks out freely
• gets into confrontational situations
• Passive Independent
• low energy
• not concerned with approval
• prefers to work alone
• resists pressure from authority

• Aggressive Dependent
• high energy
• action-oriented
• concerned with approval
• rarely expresses negative feelings
• performs at or above ability
• Passive Dependent
• low energy
• concerned with approval
• highly sensitive to the feelings of others
• very compliant

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A description of Long behavior traits

• Phobic
• exaggerated fears of things
• often feels anxious
• often sees the negative side
• doesnt take risks
• Compulsive
• highly organized
• neat, methodical worker
• perfectionist
• strongly motivated to finish tasks

• Impulsive
• explosive
• quick-tempered
• acts without thinking
• frank
• short attention span
• Hysteric
• dramatic and emotional
• more social than academic
• artistic or creative
• tends to overreact

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Students who were very satisfied with blended
learning Long type
39
33
32
24
(N 168)
(N 204)
(N 458)
(N 122)
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Research Initiative for Teaching Effectiveness

• For more information contact
• Dr. Chuck Dziuban
• [phone]
• dziuban_at_mail.ucf.edu
• Dr. Patsy Moskal
• [phone]
• pdmoskal_at_mail.ucf.edu
• http//rite.ucf.edu