Active Learning and Generation Next Perceptions of Engagement and Motivation: An Attribution Theory Approach

Abstract

Many challenges face educators teaching Generation NeXters. These digital natives, may not be academically prepared, think “me first” and have issues with correct self-appraisal and esteem. However, many faculty members are digital immigrants using traditional passive teaching methods which generate low-level learning. Hence, there is a growing conversation in the academic literature around the topic of “flipped” classroom pedagogy and its role in improving student performance. Researchers found a positive correlation between “flipped” classroom pedagogy and student performance in Science, Technology, Engineering, and Mathematics. Thus, we propose an examination of active versus passive learning strategies in the business education arena.