Millennials vs Centennials¿Diferentes formas de aprender?
- Anna Sánchez Caballé 1
- José Cela Ranilla 2
- Francesc Esteve Mon 1
- 1 Universitat Jaume
-
2
Universidad de Valladolid
info
ISSN: 1133-8482
Year of publication: 2024
Issue: 70
Pages: 181-193
Type: Article
More publications in: Pixel-Bit: Revista de medios y educación
Abstract
The present work constitutes a thorough comparative analysis focused on the learning patterns adopted by two distinct generations of students: Millennials and Centennials. The concept of "learning patterns" centers around the organization thatindividuals employ to access knowledge and address both academic and everyday tasks. The research involved the participation of 315 university students in the field of education, who underwent analysis using the non-parametric U Mann-Whitney test.The obtained results reveal significant differences between both generations. Specifically, Millennials show a greater inclination towards the search and possession of detailed information, contrasting with Centennials, who statistically present higher values when using patterns associated with autonomous work. This disparity suggests that over the past fifteen years, students have forged different learning approaches, likely influenced by various factors such as technological advances, changes in the educational model, and situations arising from the pandemic.This phenomenon raises the pressing need to reflect on the social reality experienced in recent years and how teaching practices must adapt to these changes. This study contributes to understanding these changes and provides a solid foundation for pedagogical decision-making in the current context.
Bibliographic References
- Álvarez-Pérez, P. R., Alegre-de-la-Rosa, O. M., y López-Aguilar, D. (2012). Las dificultades de adaptación a la enseñanza universitaria de los estudiantes con discapacidad: un análisis desde un enfoque de orientación inclusiva. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 18(2), 1-18.
- Banihashem, S. K., Farrokhnia, M., Badali, M., y Noroozi, O. (2022). The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation. Innovations in Education and Teaching International, 59(4), 442-452. https://www.tandfonline.com/doi/epdf/10.1080/14703297.2021.1890634?needAccess=true&role=button
- Barnes & Noble College. (2017). Getting to know Gen Z. https://partnerships.bncollege.com/wp-content/uploads/2018/03/Barnes-Noble-College-Gen-Z-Report.pdf
- Bergan, S., Gallagher, T., Munck, R., y Land, H. van’t. (2021). Higher education’s response to the Covid-19 pandemic: Building a more sustainable and democratic future. Council of Europe.
- Biggs, J. (1993). What do Inventories of Students’ Learning Processes really Measure? A Theoretical Review and Clarification. British Journal of Educational Psychology, 63, 3-19.
- Calleja, C., (2005). Differentiating Instruction in the Primary Classroom: A Whole School Approach for Achieving Excellence.. National Curriculum Council Publication. https://www.um.edu.mt/library/oar/handle/123456789/20230
- Cela-Ranilla, J. M., Gisbert, M., y de Oliveira, J. M. (2011). Exploring the relationship among learning patterns, personality traits, and academic performance in freshmen. Educational Research and Evaluation, 17(3), 175-192.
- Cela-Ranilla, J. M., y Gisbert, M. (2013). Learning Patterns of First Year Students. Revista de Educación, 361, 171-195
- Céspedes, J. C., y Gutirrez, W. S. (2017). The future of the teaching profession from the perspective of students with a Major in Education. Journal of New Approaches in Educational Research (NAER Journal), 6(2), 87-92.
- Chandan, H. C. (2019). Technology, Learning Styles, Values, and Work Ethics of Millennials. En M. Khosrow-Pour (Ed.), Advanced Methodologies and Technologies in Business Operations and Management (pp. 892-903). IGI Global.
- Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Second Edition. LEA
- Elosúa, P. y Zumbo, B. (2008) Coeficientes de fiabilidad para escalas de respuesta categórica ordenada. Psicothema, 20, 896-901.
- Entwistle, N. (1988). Motivational Factors in Students’ Approaches to Learning. En R. Schmeck (Ed.), Learning Strategies and Learning Styles, (21-51). Plenum Press.
- Esteve, F. M., y Gisbert, M. (2011). El nuevo paradigma de aprendizaje y las nuevas tecnologías. REDU. Revista De Docencia Universitaria, 9(3), 55-73.
- Eyerman, R., y Turner, B. S. (1998). Outline of a theory of generations. European Journal of Social Theory, 1 (1), 91-106.
- Giray, L. (2022). Meet the Centennials: Understanding the Generation Z Students. International Journal of Sociologies and Anthropologies Science Reviews, 2(4), 9–18. https://doi.org/10.14456/jsasr.2022.26
- Greeno, J. G., Smith, D. R. y Moore, J. L. (1993). Transfer of Situated Learning. En D. K. Detterman y R. J. Sternberg (Eds.), Transfer on Trial: Intelligence, Cognition, and Instruction, (99-167). Norwood: Ablex Publishing.
- Hativa, N. (2000). Teaching Thinking, Beliefs and Knowledge in Higher Education: An Introduction. Intructional Science. Special issue: Teacher Thinking, Beliefs and Knowledge in Higher Education, 28 (5-6), 331-334.
- Hernandez-de-Menendez, M., Escobar Díaz, C. A., y Morales-Menendez, R. (2020). Educational experiences with Generation Z. International Journal on Interactive Design and Manufacturing (IJIDeM), 14, 847-859.
- Honey P. y Mumford A. (1992). The Manual of Learning Styles. Berkshire: Honey, Ardingly House.
- Howe, N. y Strauss, W. (2008). Millennials go to college: Strategies for a new generation on campus. LifeCourse Associates.
- Hulland, J. (1999). Use of partial least squares (PLS) in strategic management research: a review of four recent studies. Strategic Management Journal, 20(2), 195–204
- Jarvis, C. B., Mackenzie, S. B. y Podsakoff, P. M. (2003). A Critical Review of Construct Indicators and Measurement Model Misspecification in Marketing and Consumer Research. Journal of Consumer Research, 30, 199-218.
- Johnston, C. A. (1995). The interactive learning model: Putting theory into practice. Bath. England.
- Johnston, C. A. (1996). Unlocking the will to learn. Corwin Press.
- Johnston, C. A. y Dainton G.R. (1997). Learning connections inventory users' manual. Learning Connections Resources, LLC
- Johnston, C. A. y Dainton G.R. (2005) The learning connections inventory (Manual revised). Learning Connections Resources.
- Johnston, C. A. (2009). A Comprehensive Description of the Let Me Learn Process, an Advanced Learning System including Bibliography and Lexicon of Terms. Let Me Learn Inc.
- Lave, J., y Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge University Press.
- Lemus-Pool, M. C., Bárcenas-Curtis, C., y Gómez-Issasi, J. A. (2020). Jóvenes y tecnologías digitales. Diagnóstico del uso y apropiación de plataformas digitales en la zona conurbada del sur de Tamaulipas. CienciaUAT, 14(2), 87-103.
- Ley Orgánica 2/2006, de 3 de mayo, de Educación. BOE, nº 106, 04/05/2005, 17158-17207 https://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdf
- Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. BOE, nº 295, 10/12/2013. https://www.boe.es/eli/es/lo/2013/12/09/8/con
- Ley Orgánica 3/2020. (2020). Ley Orgánica 3/2020, de 29 de diciembre, por la que se aprueban los Presupuestos Generales del Estado para el año 2021, BOE, nº 340, 30/12/2020, 122868-122953. https://www.boe.es/buscar/doc.php?id=BOE-A-2020-17264
- Marshall, S. J. (2018). Shaping the University of the Future. Springer, 10, 978-981.
- Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York: McGrawHill.
- Paulina, C., & Ernawati, E. (2022). How to Develop Learning Styles to Encourage Gen Zers in Their Academic Performance and Workforce. Business Economic, Communication, and Social Sciences Journal (BECOSS), 4(2), 121-132.
- Pew Research Center. (2019, 17 de enero). Where Millennials end and Generation Z begins. Pew Research Center. https://www.pewresearch.org/short-reads/2019/01/17/where-millennials-end-and-generation-z-begins/
- Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
- Roberts, D. H., Newman, L. R., y Schwartzstein, R. M. (2012). Twelve tips for facilitating Millennials’ learning. Medical teacher, 34(4), 274-278.
- Seemiller, C., y Grace, M. (2016). Generation Z goes to college. John Wiley & Sons.
- Schmeck, R. R. (1983). Learning Styles of College Students. En R. F. Dillon y R. R. Schmeck (Eds.), Individual differences in cognition: volume I, 233-279. Academic Press.
- Trembach, S., y Deng, L. (2018). Understanding millennial learning in academic libraries: Learning styles, emerging technologies, and the efficacy of information literacy instruction. College & Undergraduate Libraries, 25(3), 297-315.
- Vázquez, R., y Porto, Á. (2020). Temas transversales, ciudadanía y educación en valores: de la LOGSE (1990) a la LOMLOE (2020). Innovación educativa, (30), 113-125.
- Vermunt, J. D. (2005). Relations between Student Learning Patterns and Personal and Contextual Factors and Academic Performance. Higher Education, 49 (3), 205-234.