Using Generational Theory to Rethink Teaching in Higher Education

Autor/inn/en	Buskirk-Cohen, Allison A.; Duncan, Tisha A.; Levicoff, Margaret
Titel	Using Generational Theory to Rethink Teaching in Higher Education
Quelle	In: Teaching in Higher Education, 21 (2016) 1, S.25-36 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2015.1110787
Schlagwörter	Literature Reviews; Higher Education; Individual Characteristics; Educational Theories; Generational Differences; College Students; Young Adults; Personality Traits; Late Adolescents; Gender Differences; Student Centered Learning; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Educational theory; Theory of education; Bildungstheorie; Collegestudent; Young adult; Junger Erwachsener; Individual characteristics; Halbstarker; Geschlechterkonflikt; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper reviews the literature on emerging adulthood with a focus on the implications of generational theory on teaching and learning in higher education. During the past 15 years, researchers have described personality traits, attitudes, and behaviors of emerging adults. Two very different views have emerged: one that is prosocial, citing qualities like optimism and confidence, while the other is quite negative, using narcissism and anxiety as descriptors. The authors of this paper contend that both views may be correct, and suggest that contextual or environmental factors play a role in eliciting certain characteristics. Several key educational theories are discussed, with an argument posed for how learner-centered education may offer the most developmentally appropriate context for today's emerging adults to thrive in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01