Eunjung Grace Oh

Abstract: Generational differences have been widely discussed; attention to and speculation on the ­characteristics of the Millennial Generation are especially abundant as they pertain to the use of educational technology for education and training. A careful review of the current popular and academic literature reveals several trends. First, whether based on speculation or research findings, discussion has focused on traits of the newer generations of students and workers and how their needs, interests and learning preferences can be met using new media, innovative instructional design and digital technologies. Second, generally speaking, although in the past few years there have been more critical and diverse perspectives on the characteristics of the Millennial Generation reported in the literature than before, more substantive studies in this area are still necessary. This chapter discusses trends and findings based upon the past 10 years’ literature on generational differences, the Millennial Generation, and studies and speculations regarding school and workplace technology integration that is intended to accommodate generational differences. There is still a lack of consensus on the characteristics of the newer generation sufficient to be used as a solid conceptual framework or as a variable in research studies; thus, research in this area demands an ongoing, rigorous examination. Instead of using speculative assumptions to justify the adoption of popular Web 2.0 tools, serious games and the latest high tech gear to teach the Millennial Generation, approaches to integrating technology in instruction, learning, and performance should be determined by considering the potential pedagogical effectiveness of a technology in relation to specific teaching, learning and work contexts. Clearly, today’s higher education institutions and workplaces have highly diverse student bodies and work forces, and it is as important to consider the needs of older participants in learning with technology as it is to consider those of the younger participants. Recommendations for future research and practices in this area conclude the chapter.

TL;DR: The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it, and predicted predictions on instructional strategies, emerging technologies, and evaluation techniques for blended learning.

TL;DR: In this article, the differences and similarities between Instructional Systems Design (ISD) and Design Research (DR) are discussed and the implications of these differences for educational technology researchers and practitioners.

TL;DR: Examination of the structural relationships among self-efficacy, intrinsic value, test anxiety, instructional design, flow, and achievement among students at a Korean online university indicated that flow mediates self- efficacy and achievement, and instructional design and achievement.

TL;DR: A design review of 40 computer science MOOCs from two major MOOC providers indicates a relatively low application of the principles in general, with the exception of those related to the organization and presentation of content.