Die onderrigleervoorkeure van Generasie Z-studente in hoër onderwys : ʼn bestek-oorsig
Date
2021-03
Authors
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Journal ISSN
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Publisher
Stellenbosch : Stellenbosch University
Abstract
AFRIKAANSE OPSOMMING : Die geskiedenis van die mensdom toon dat die onderskeiding en benaming van
verskillende generasies ʼn eeue-oue verskynsel is. Oor die jare heen toon generasies gemeenskaplike kenmerke, generasiebewustheid en/of gedeelde karaktereienskappe
wat gevorm word op grond van die tydperk waarin generasies gebore word. Hoewel daar nie veralgemeen kan word dat alle mense in een generasie dieselfde eienskappe toon nie, blyk dit dat daar unieke karaktereienskappe en onderrigleervoorkeure by
verskillende generasies studente waargeneem kan word.
Generasie Z-studente, met ouderdomme wat tussen 10 en 25 jaar strek, is die generasie wat toenemend die universiteitsklaskamer betree en tans, en so ook in die
nabye toekoms, deel van die hoëronderwysomgewing gaan wees.
Hoëronderwysinstellings kan gevolglik nie Generasie Z-studente se karaktereienskappe en hul unieke onderrigleervoorkeure ignoreer nie.
Die oogmerk van hierdie navorsingstudie is om ʼn nie-empiriese bestek-oorsig (scoping review) literatuurstudie van die onderrigleervoorkeure van Generasie Z-studente in die konteks van hoër onderwys te doen. Die literatuurstudie is uitgevoer deur bestaande
gepubliseerde literatuur omvattende te analiseer en te interpreteer, ten einde insigte te bekom wat aangewend kan word om optimale leer vir die Generasie Z-student te
verseker. ʼn Bestek-oorsig, deur middel van ʼn literatuurstudie, blyk ʼn gepaste instrument te wees om ʼn omvangsbepaling te onderneem, die navorsingsonderwerp omvattend te ondersoek en moontlike voorstelle vir verandering voor te stel.
Hierdie navorsingstudie is gedoen vanuit ʼn interpretatiewe paradigma en het ʼn verkennende kwalitatiewe benadering gevolg. Die oogmerk van die ondersoekende studie was om deur die bevindings van hierdie studie by te dra tot groter bewustheid en beter begrip van die wyse waarop leer vir Generasie Z-studente plaasvind.
’n Protokol met ʼn voorafbepaalde soekstrategie en terme is gebruik om as riglyn vir die soektog na relevante literatuur te dien. Die navorsingsvraag, naamlik, “Wat is die onderrigleervoorkeure van Generasie Z-studente in hoër onderwys?”, is onder die loep geneem deur bestaande gepubliseerde literatuur te ondersoek, en statistiese en tematiese analises te doen waaruit ʼn konseptuele model ontwikkel is. Die konseptuele
model kan gebruik word om moontlike verhoudings en verbande tussen konsepte te illustreer en te omskryf.
Die waarde van hierdie navorsingstudie lê daarin dat ʼn bewustheid onder opvoeders geskep kan word met die oogmerk om onderrigleerpraktyke en -strategieë aan te pas sodat studenteleer kan optimaliseer en studentesukses kan verbeter. Hierdeur word benadruk dat onderrigleer een van die kernfunksies van hoëronderwysinstellings is.
Die erkenning dat unieke onderrigleervoorkeure by Generasie Z-studente waargeneem kan word, noodsaak ʼn radikale hersiening van die universiteit se
onderrigleerfunksie ten opsigte van huidige kurrikulums, andragogie, en die tegnologiese verryking van onderrigleerstrategieë en -praktyke.
ENGLISH SUMMARY : History shows that the designation of names and characteristics to different generations is a centuries-old phenomenon. Over the years generations showed common characteristics and generational awareness, that are formed based on the period within which generations are born. Although it is not possible to generalise by saying all people within one generation show the same characteristics, it seems that unique character traits and teaching-learning preferences can be observed in different generations. Generation Z students, with ages currently ranging between 10 and 25 years, are the generation that is increasingly entering the university classroom and is at present, and will be in the future, part of the higher education environment. Consequently, higher education institutions cannot ignore Generation Z students' character traits and their unique teaching-learning preferences. This research study aimed to conduct a non-empirical scoping review of literature on the teaching-learning preferences of Generation Z students within the context of higher education. The literature study was conducted by in-depth analysis and interpretation of existing published literature to gain insights that can be applied to ensure optimal learning for the Generation Z student. A scoping review, in the form of a literature study, seemed to be an appropriate tool to investigate the research topic in-depth and to propose changes for the classroom environment. This research study was conducted within the interpretive paradigm and followed an exploratory qualitative approach. The exploratory study aimed to contribute, through the findings of this study, to greater awareness and a better understanding of how learning takes place for Generation Z students. A protocol with a predetermined search strategy and terms was used to serve as a guideline during the search for relevant literature. The research question namely, ‘What re the teaching-learning preferences of Generation Z students in higher education?’, was addressed by examining existing published literature, and conducting statistical and thematic analyses from which a conceptual model was designed. The conceptual model can be used to illustrate and describe possible relationships and connections between concepts. The value of this research study lies in the fact that awareness can be created among educators to adapt teaching-learning practices and strategies so that student learning can be optimised and student success improved. This emphasises that teaching and learning are the core functions of higher education institutions. The recognition that unique teaching-learning preferences can be observed in Generation Z students necessitates a radical review of the university's teaching-learning function in terms of current curricula, andragogy, and the technological enrichment of teaching-learning strategies and practices.
ENGLISH SUMMARY : History shows that the designation of names and characteristics to different generations is a centuries-old phenomenon. Over the years generations showed common characteristics and generational awareness, that are formed based on the period within which generations are born. Although it is not possible to generalise by saying all people within one generation show the same characteristics, it seems that unique character traits and teaching-learning preferences can be observed in different generations. Generation Z students, with ages currently ranging between 10 and 25 years, are the generation that is increasingly entering the university classroom and is at present, and will be in the future, part of the higher education environment. Consequently, higher education institutions cannot ignore Generation Z students' character traits and their unique teaching-learning preferences. This research study aimed to conduct a non-empirical scoping review of literature on the teaching-learning preferences of Generation Z students within the context of higher education. The literature study was conducted by in-depth analysis and interpretation of existing published literature to gain insights that can be applied to ensure optimal learning for the Generation Z student. A scoping review, in the form of a literature study, seemed to be an appropriate tool to investigate the research topic in-depth and to propose changes for the classroom environment. This research study was conducted within the interpretive paradigm and followed an exploratory qualitative approach. The exploratory study aimed to contribute, through the findings of this study, to greater awareness and a better understanding of how learning takes place for Generation Z students. A protocol with a predetermined search strategy and terms was used to serve as a guideline during the search for relevant literature. The research question namely, ‘What re the teaching-learning preferences of Generation Z students in higher education?’, was addressed by examining existing published literature, and conducting statistical and thematic analyses from which a conceptual model was designed. The conceptual model can be used to illustrate and describe possible relationships and connections between concepts. The value of this research study lies in the fact that awareness can be created among educators to adapt teaching-learning practices and strategies so that student learning can be optimised and student success improved. This emphasises that teaching and learning are the core functions of higher education institutions. The recognition that unique teaching-learning preferences can be observed in Generation Z students necessitates a radical review of the university's teaching-learning function in terms of current curricula, andragogy, and the technological enrichment of teaching-learning strategies and practices.
Description
Thesis (MPhil)--Stellenbosch University, 2021.
Keywords
Generation Z students, Characters and characteristics, College students -- Knowledge and learning, Learning strategies, Learning -- Methodology, Learning, Psychology of, College teachers -- Strategic planning, UCTD