Engaging large groups of individual learners through an online environment – an emerging i-Learner generation?

Myers, Fran; Phillips, Mike; Raby, Paul and Stephens, Carey (2013). Engaging large groups of individual learners through an online environment – an emerging i-Learner generation? In: Doyle, Elaine; Buckley, Patrick and Carroll, Conor eds. Innovative Business School Teaching. Abingdon: Routledge.

URL: http://www.routledge.com/books/details/97804155339...

Abstract

This chapter explores student engagement with online learning, through a case study drawing on the Open University Business School’s extensive experience of integrating online media into curriculum at scale. Quantitative analysis of a module cohort of 3,000 first year undergraduates identified that, contrary to internal expectation, Millennials (as defined by Strauss and Howe, 2000) had lower than expected engagement with online elements of blended learning, and in fact older students were more active online. This challenge to preconceptions of Millennial behaviour has implications for learning design. As the student body continues to diversify, the University must remain agile in tailoring technology and pedagogy to deliver effective engagement and valid learning outcomes.

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