The challenge of teaching generation Z

Cilliers, EJ

The challenge of teaching generation Z

Cilliers, EJ

Permalink

Publisher:: Global Research & Development Services
Publication Type:: Journal Article
Citation:: PEOPLE International Journal of Social Sciences, 2017, 3, (1), pp. 188-198
Issue Date:: 2017-06-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (171.55 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Cilliers, EJ
dc.date.accessioned	2022-07-18T04:19:24Z
dc.date.available	2022-07-18T04:19:24Z
dc.date.issued	2017-06-01
dc.identifier.citation	PEOPLE International Journal of Social Sciences, 2017, 3, (1), pp. 188-198
dc.identifier.issn	2454-5899
dc.identifier.issn	2454-5899
dc.identifier.uri	http://hdl.handle.net/10453/158991
dc.description.abstract	Incredible technology changes are defining our current reality, impacting on our approach to society, to planning and to breaking new ground in terms of education. There is a rise of a new generation that is "location-aware" and speaks a “technological-language”. This has a great impacts on the teaching-learning environment within the current university structures, as students (the new Generation Z learners) are more equipped with technology, than typical Generation X (lecturers), which increase complexity of education processes involving instruction, guidance, and supervision. This study investigated the preferences of the new Generation Z student, in terms of technology usage within formal educational systems, based on the surveys conducted among the Urban Planning students on the Potchefstroom campus of the North-West University, South Africa, over a 7 year period. It also tested perspectives and technology usage and preferences of current lecturers (of the same group of students), in order to reveal some of the complex realities and challenges faced when teaching Generation Z. The research concluded with the viewpoints of both groups and presented some solutions to bridge the gaps and enhance teaching-learning strategies.
dc.language	en
dc.publisher	Global Research & Development Services
dc.relation.ispartof	PEOPLE International Journal of Social Sciences
dc.relation.isbasedon	10.20319/pijss.2017.31.188198
dc.rights	info:eu-repo/semantics/openAccess
dc.title	The challenge of teaching generation Z
dc.type	Journal Article
utslib.citation.volume	3
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-07-18T04:19:23Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	3
utslib.citation.issue	1

Abstract:

Incredible technology changes are defining our current reality, impacting on our approach to society, to planning and to breaking new ground in terms of education. There is a rise of a new generation that is "location-aware" and speaks a “technological-language”. This has a great impacts on the teaching-learning environment within the current university structures, as students (the new Generation Z learners) are more equipped with technology, than typical Generation X (lecturers), which increase complexity of education processes involving instruction, guidance, and supervision. This study investigated the preferences of the new Generation Z student, in terms of technology usage within formal educational systems, based on the surveys conducted among the Urban Planning students on the Potchefstroom campus of the North-West University, South Africa, over a 7 year period. It also tested perspectives and technology usage and preferences of current lecturers (of the same group of students), in order to reveal some of the complex realities and challenges faced when teaching Generation Z. The research concluded with the viewpoints of both groups and presented some solutions to bridge the gaps and enhance teaching-learning strategies.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/158991