Preferred Teaching Delivery Methods for Generation Z
DOI:
https://doi.org/10.33423/jhetp.v24i12.7467Keywords:
higher education, Generation Z, e-learning, group work, student learning preferenceAbstract
This paper is an empirical study of Generation Z undergraduate business students (n=227) from a small liberal arts and a R1 University in the Midwest. The research question included an exploration of the students’ e-learning and technology adoption, and communication preferences, with professors to facilitate their e-learning. Several e-learning techniques were examined to determine student preference. Studies have shown that Generation Z students have a very short attention span and increasingly use online sources to access information (Sparks et al., 2017; Purcell et al., 2012). However, the same students indicated they preferred using the physical textbooks and favored working alone.
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