Lifelong Learn. 2020, 10, 231-249

https://doi.org/10.11118/lifele20201002231

E-Learning as an Opportunity for Education of Generation Y and Generation Z: Its Potential and Limits

Markéta Šnýdrová, Gabriela Ježková Petrů

Vysoká škola ekonomie a managementu, katedra lidských zdrojů, Nárožní 150, Praha 5, Česká republika

Received September 12, 2019
Accepted May 15, 2020

References

1. Azouzi, S., Ayachi Ghannouchi, S., & Brahmi, Z. (2020). Study of e-learning system based on cloud computing: A survey. In Abraham, A., Cherukuri, A., Melin, P., & Gandhi, N. (Eds.), Intelligent Systems Design and Applications (s. 532–544). Advances in Intelligent Systems and Computing, vol. 941. Cham: Springer. <https://doi.org/10.1007/978-3-030-16660-1_52>
2. Bakhouyi, A. et al. (2019). A Semantic web solution for enhancing the interoperability of e-learning systems by using next generation of SCORM specifications. International Journal of Emerging Technologies in Learning, 14(11), 174–185. <https://doi.org/10.3991/ijet.v14i11.10342>
3. Barešová, E. (2011). E-learning ve vzdělávání dospělých. Praha: Vox.
4. Bassiouni, D. H., & Hackley, Ch. (2014). Generation Z children’s adaptation to digital consumer culture: a critical literature review. Journal of Customer Behaviour, 13(2), 113–133. <https://doi.org/10.1362/147539214X14024779483591>
5. Berkup, S. B. (2014). Working with generation X and Y in generation Z period: Management of different generations in business life. Mediterranean Journal of Social Sciences, 5(19), 218–229. <https://doi.org/10.5901/mjss.2014.v5n19p218>
6. Bower, M., Hedberg, J. G. (2010). A quantitative multimodal discourse analysis of teaching and learning a web-conferencing environment – the efficacy of student-centred learning designs. Computers & Education, 54(2010), 462–478. <https://doi.org/10.1016/j.compedu.2009.08.030>
7. Burian, P. (2014). Internet inteligentních aktivit. Praha: Grada Publishing.
8. Cilliers, E. J. (2017). The challenge of teaching generation Z. PEOPLE. International Journal of Social Sciences, 3(1), 188–198. <https://doi.org/10.20319/pijss.2017.31.188198>
9. Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: a natural formula for connecting formal and informal learning. Internet and Higher Education, 15, 3–8. <https://doi.org/10.1016/j.iheduc.2011.06.002>
10. Davies, J., & Graff, M. (2005). Performance in e-learning: online participation and student grades. British Journal of Educational Technology, 36(4), 657–663. <https://doi.org/10.1111/j.1467-8535.2005.00542.x>
11. Dmitrieva, S. N. et al. (2019). Implementation of the model of the self-education pedagogical support for university students in the Republic of Saha (Yakutia). Revista Espacios, 40(12), 26–38.
12. Durkin, D. (2008). Youth movement. Communication World, 25, 23–26.
13. Ebner, M. et al. (2010). Microblogs in higher education – a chance to facilitate informal and process-oriented learning? Computers & Education, 55, 92–100. <https://doi.org/10.1016/j.compedu.2009.12.006>
14. Floridi, L. (2014). Čtvrtá revoluce: jak infosféra mění tvář lidské reality. Praha: Nakladatelství Karolinum.
15. Godwin-Jones, R. (2005). Emerging technologies. messaging, gaming, peer‑to‑peer sharing: Language learning strategies & tools for the millennial generation. Language Learning & Technology, 9(1), 17–22.
16. Govindasamy, T. (2002). Successful implementation of e-learning Pedagogical considerations. Internet and Higher Education, 4, 287–299. <https://doi.org/10.1016/S1096-7516(01)00071-9>
17. Harasim, L. M. (2017). Learning theory and online technologies. 2nd ed. New York: Routledge.
18. Haythornthwaite, C. A., & Andrews, R. (2011). E-learning theory and practice. Los Angeles: Sage.
19. Hofmann, J. (2018). Blended learning. Alexandria: ATD Press.
20. Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students’ motivation. Psychology in the Schools, 49, 706–715. <https://doi.org/10.1002/pits.21629>
21. Hrmo, R. et al. (2020). Software platform for the secondary technical school e-learning course. In Auer, M., & Tsiatsos, T. (Eds), The Challenges of the Digital Transformation in Education (s. 855–865). ICL 2018. Advances in Intelligent Systems and Computing, vol. 916. Cham: Springer. <https://doi.org/10.1007/978-3-030-11932-4_79>
22. Igel, Ch., & Urquhart, V. (2012). Generation Z, meet cooperative learning. Middle School Journal, 43(4), 16–21. <https://doi.org/10.1080/00940771.2012.11461816>
23. Jalal, A., & Mahmood, M. (2019). Students’ behavior mining in e-learning environment using cognitive processes with information technologies. Education and Information Technologies, 24(5), 2797–2821. <https://doi.org/10.1007/s10639-019-09892-5>
24. Javůrek, K. (2011). Škola budoucnosti: interaktivita a žádní učitelé. Mladá fronta Dnes, 18. 2. 2011. Dostupné z: http://vtm.zive.cz/aktulity/škola-budoucnostiinteraktivita-a-zadni-ucitele.
25. Karim, A. et al. (2018). The effectivity of authentic assessment based character education evaluation model. TEM Journal, 7(3), 495–500.
26. Khan, B. H. (2005). Managing e-learning: Design, delivery, implementation, and evaluation. London: Information Science Publishing.
27. Klement, M. (2011). Přístupy k hodnocení elektronických studijních opor určených pro realizaci výuky formou e-learningu. Olomouc: Welfel Ladislav.
28. Klement, M., & Dostál, K. (2010). E-learning a možnosti jeho aplikace prostřednictvím aktivizace studujících. Olomouc: Univerzita Palackého v Olomouci.
29. Klement, M., & Dostál, K. (2018). Teorie, východiska, principy a rozvoj distančního vzdělávání realizovaného formou e-learningu. Olomouc: Univerzita Palackého v Olomouci.
30. Kopecký, L. (2013). Public relations: dějiny – teorie – praxe. Praha: Grada Publishing.
31. Liu, Y., Xue, J., & Li, M. (2020). Research on e-learning teaching assistant system based on improved particle swarm optimization algorithm. In Xu, Z., Choo, K. K., Dehghantanha A., Parizi, R., Hammoudeh, M. (Eds.), Cyber Security Intelligence and Analytics (s. 1395–1400). CSIA 2019. Advances in Intelligent Systems and Computing, vol. 928. Cham: Springer. <https://doi.org/10.1007/978-3-030-15235-2_193>
32. Lowenthal, P. R., Wilson, B., & Parrish, P. (2009). Context matters: a description and typology of the online learning landscape. Paper presented at the 2009 AECT International Convention, Louisville, KY.
33. Mahmood, N., & Iqbal, Z. (2018). Student-centred pedagogical knowledge of prospective teachers and their teaching practices. Journal of Research and Reflections in Education, 12(2), 229–251.
34. Makarov, S., I., & Sevastyanova, S. (2020). Information modeling of the students’ residual knowledge level. Advances in Intelligent System and Computing, 908, 502–509. <https://doi.org/10.1007/978-3-030-11367-4_50>
35. Malik, S., & Khera, S. N. (2014). New generation – great expectations: exploring the work attributes of gen Y. Global Journal of Finance and Management, 6(5), 433–438.
36. Mandinach, E. B., & Cline, H. F. (2013). Classroom dynamics: Implementing a technology-based learning environment. New York: Routledge.
37. Mason, R., & Rennie, F. (2013). E-Learning and social networking handbook: Resources for higher education. 2nd ed. New York: Routledge.
38. McLoughlin, C., & Lee, M. J. W. (2007). Listen and learn: a systematic review of the evidence that podcasting supports learning in higher education. In Montgomerie, C., & Seale, J. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (s. 1669–1677). Chesapeake, VA: AAC. Staženo 6. 9. 2019 z: https://www.learntechlib.org/primary/p/25596/.
39. Mitrofanova, E. A., Simonova, M. V., & Tarasenko, V. V. (2019). Potential of the education system in Russia in training staff for the digital economy. Advances in Intelligent Systems and Computing, 908, 463–472. <https://doi.org/10.1007/978-3-030-11367-4_46>
40. Moore, J. L. et al. (2010). E-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education, 14(2), 129–135. <https://doi.org/10.1016/j.iheduc.2010.10.001>
41. Muntean, C. (2018). Vy jako značka: osobní branding pro kariérní růst. Praha: Grada Publishing.
42. Oblinger, D. (2004). The next generation of educational engagement. Journal of Interactive Media in Education, 8. <https://doi.org/10.5334/2004-8-oblinger>
43. Osipovskaya, E., & Miakotnikova, S. (2020). Using gamification in teaching public relations students. In Auer, M., Tsiatsos, T. (Eds.), The Challenges of the Digital Transformation in Education (s. 685–696). ICL 2018. Advances in Intelligent Systems and Computing, 916. Cham: Springer. <https://doi.org/10.1007/978-3-030-11932-4_64>
44. Pasquot, L., Consolo, L., & Lusignani, M. (2020). Problem solving incorporated into blending learning in nursing master degree: Advances in Intelligent Systems and Computing. Vol. 1008. 9th International Conference in Methodologies and Intelligent System for Technology Enhanced Learning, MIS4TEL 2019. Avila, Spain.
45. Peachter, M. et al. (2010). Students’ expectations of, and experiences in e-learning: their relation to learning achievements and course satisfaction. Computers & Education, 54, 222–229. <https://doi.org/10.1016/j.compedu.2009.08.005>
46. Postolov, K. et al. (2017). E-learning in the hands of generation Y and Z. Business Excellence / Poslovna Izvrsnost, 11(2), 107–119. <https://doi.org/10.22598/pi-be/2017.11.2.107>
47. Rasheed, R. A., Kamsin, A. & Abdullah, N. A. (2020). Challenges in the online komponent of blended learning: A systematic review. Computers and Education, 144. <https://doi.org/10.1016/j.compedu.2019.103701>
48. Reisenwitz, T. H., & Iyer, R. (2009). Differences in generation X and generation Y: Implications for the organization and marketers. The Marketing Management Journal, 19(2), 91–103.
49. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching. 5th ed. Boston, MA: Allyn & Bacon.
50. Rossing, J. P. et al. (2011). iLearning: The future of higher education? Student perceptions on learning with mobile tablets. Journal of the Scholarship of Teaching and Learning, 12(2), 1–26.
51. Rovai, A. et al. (2007). A comparative analysis of student motivation in traditional classroom and e-learning courses. International Journal on E-Learning, 6(3), 413–432.
52. Rouhani, S., & Gholizdadeh, P. (2018). A study of the effects of cloud computing on e-learning. Iranian Journal of Information Processing Management, 33(3), 1267–1284.
53. Safie, A. B. et al. (2018). Acceptance factor of mobile learning application for adult learners in life long learning education. 1st International Conference on Green and Sustainable Computing (Icoges), 33(3), 1267–1284. Bristol: Iop Publishing.
54. Sangrá, A., Vlachopoulos, D., Cabrera, N. (2012). Building and inclusive definition of e-learning: Approach to the conceptual framework. The International Review of research in open and Distanc Learning, 13(2), 146–159. <https://doi.org/10.19173/irrodl.v13i2.1161>
55. Sánchez Prieto, J. C., Olmos Migueláñez, S., & García-Peñalvo, F. J. (2016). Informal tools in formal contexts: Development of a model to assess the acceptance of mobile technologies among teachers. Computers in Human Behavior, 55A, 519–528. <https://doi.org/10.1016/j.chb.2015.07.002>
56. Selim, H. M. (2007). Critical factors for e-learning acceptance: confirmatory factor models. Computers & Education, 49, 396–413. <https://doi.org/10.1016/j.compedu.2005.09.004>
57. Spector, J. M. et al. (2014). Handbook of research on educational communications and technology. New York: Springer.
58. Sun, P. C. et al. (2007). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education Vol.50, issue 4. 2006.11.007. <https://doi.org/10.1016/j.compedu.2006.11.007>
59. Šnýdrová, M. (2014). Proměny dalšího vzdělávání v souvislosti s nástupem generace Y. In Šafránková, J. M., Šikýř, M. (Ed.), Current Trends and Challenges of Modern Management and Human Resource Development (–). Prague: CTU.
60. Tavangarian, D. et al. (2004). Is e-learning the solution for individual learning? Electronic Journal of e-Learning, 2(2), 273–280.
61. Taylor, P., & Keeter, S. (2010). Millennials: Confident. Connected. Open to change. PEW Research Center. Staženo v červenci 2019. Dostupné z: http://pewsocialtrends.org/assets/pdf/millennials-confident-connected-open-tochange.pdf.
62. Tracey, R. (2009). Instructivism Constructivism or Connectivism? In Learning in the Corporate Sector [online], [17. 3. 2009], [cit. 17. 5. 2020]. Dostupné z: http://ryan2point0.wordpresp.com/2009/03/17/instructivismconstructivismorconnectivism/.
63. Turner, A. (2015). Generation Z: Technology and social interest. The Journal of Individual Psychology, 71(2), 103–113. <https://doi.org/10.1353/jip.2015.0021>
64. Tyler, K. (2008). Generation gaps. HR Magazine, 53, 69–73.
65. Wilson, S. et al. (2007). Personal learning environments: Challenging the dominant design of educational systems. Journal of e-Learning and Knowledge Society, 3(2), 27–38.
66. Wilkinson, M. (2016). Language learning with ICT. In: Renandya, W., Widodo, H. (Eds.), English Language Teaching Today. English Language Education, 5. Cham: Springer. <https://doi.org/10.1007/978-3-319-38834-2_18>
67. Woodrow, L. (2017). Motivation in language learning. In Breeze, R., Sancho Guinda, C. (Eds.), Essential Competencies for English-medium University Teaching. Educational Linguistics, 27. Cham: Springer. Dostupné z: https://link.springer.com/content/pdf/10.1007%2F978-3-319-40956-6_16.pdf.
68. Wu, H. K., & Huang, Y. L. (2007). Ninth-grade student engagement in teacher-centered and student-centered technology-enhanced learning environments. Science Education, 91, 727–749. <https://doi.org/10.1002/sce.20216>
69. Zakharova, A. et al. (2017). On unity of systemically important principles for managing the process of development of future bachelors’ competences. Revista Espacios, 38(55), 27–38.
70. Zhang, D. et. al (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 4, 14–27. <https://doi.org/10.1016/j.im.2005.01.004>
71. Zormanová, L. (2017). Didaktika dospělých. Praha: Grada Publishing.
front cover

ISSN 1804-526X (Print) ISSN 1805-8868 (Online)

Archive