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2019 | nr 3 | 67--70
Tytuł artykułu

Rethinking Learning Engagement with Gen Z Students

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Języki publikacji
This paper examines how some expectations of Generation Z students impact faculty approaches to teaching within classrooms, both online and on campus. Methodologically, this paper relies on a literature review of various aspects of this relatively new topic, as well as participatory observation. Heutagogy is the guiding theoretical learning framework. The paper takes the form of an executive report and is addressed primarily to instructional leaders. (original abstract)
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Opis fizyczny
  • University of Illinois Springfield
  • Aoun, J.E. (2017). Robot-proof: higher education in the age of artificial intelligence. Boston: MA: Massachusetts Institute of Technology.
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  • Gerstein, J. (2013). Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning. User Generated Education, Blog: @jackiegerstein. Retrieved from
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  • Stansbury, M. (2017). The Rising "Phigital" Student. edCircuit.
  • Twenge, J.M. (2017). iGen: Why today's super-connected kids are growing up less rebellious, more tolerant, less happy - and completely unprepared for adulthood - and what that means for the rest of us. New York: Atria Books.
  • Wilkie, D. (2017). Managers Not Too Enthusiastic About Generation Z Coming to Work. Society for Human Resource Management. Retrieved from
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