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      Meeting the needs of students in higher education multigenerational classrooms: what can educators do?

      , , , ,
      The International Journal of Information and Learning Technology
      Emerald

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          Abstract

          Purpose

          It is now considered commonplace to teach in a multigenerational higher education classroom that is made up of Baby Boomers, Generation X, Y and Z students. To ensure that all students, regardless of their generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. Educators must ensure instruction is delivered according to varying student strengths and needs. This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.

          Design/methodology/approach

          This article is a literature review focused on meeting the needs of multigenerational learners in synchronous and asynchronous online learning classrooms.

          Findings

          To ensure that all students, regardless of generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. A summary of these generational strengths and needs are discussed within this paper.

          Practical implications

          This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations.

          Originality/value

          This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.

          Related collections

          Most cited references28

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          Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions

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            • Abstract: not found
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            An implicit technology of generalization1

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              Framing student engagement in higher education

              Ella Kahu (2013)
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                Author and article information

                Contributors
                Journal
                The International Journal of Information and Learning Technology
                IJILT
                Emerald
                2056-4880
                December 06 2023
                December 06 2023
                Article
                10.1108/IJILT-04-2023-0057
                bbc9841a-e5d2-44e2-8d6f-7c20dfe16b0a
                © 2023

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