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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Onderrig van Generasie Y : oorspronklike navorsing

Volume 35 Number 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173
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Abstract

Generasie Y-leerders is jongmense wat ongeveer tussen 1977 en 2000 gebore is. Hierdie leerders het voor skerms grootgeword, ongeag of dit televisie-, rekenaar- of selfoonskerms was. Hulle is gebore in 'n samelewing waar inligting, opvoeding en vermaak net 'n klik ver was. Navorsers meen dat dié leerders se kritiese denke en ander kognitiewe vaardighede geaffekteer is omdat hulle 'n aansienlike hoeveelheid tyd daaraan bestee het om woorde en beelde passief te absorbeer, eerder as om met insig te lees. Leerders uit die generasie is dikwels ongemotiveerd en onbetrokke by hul eie leerervaring omdat hulle hul gelyktydig op 'n menigte digitale toestelle vermaak, terwyl die opvoeder hulle aandag probeer kry. Hulle verkies multitaakverrigting eerder as om op een taak of persoon op 'n slag te fokus en stel dikwels meer belang in wat op die skerm voor hulle aangaan as in wat die onderwyser hulle kan bied. Opvoeders op sekondêre en tersiêre vlak moet kennis hiervan neem en opnuut dink oor hulle onderrig- en leerstrategieë. Die klem in hierdie navorsing val op leerders, studente en opvoeders op sekondêre en tersiêre vlak. Die navorsing is deur die toepassing van 'n literatuuroorsig gedoen. Die hoofnavorsingsvraag van die studie is: 'Hoe kan Generasie Y-leerders beter deur opvoeders by hulle eie leer in die klaskamer of lesinglokaal betrek word?' Die twee subvrae is: (1) 'Wat is sommige van die eienskappe van Generasie Y-leerders wat leer beïnvloed?' en (2) 'Watter onderrigstrategieë kan gebruik word om Generasie Y-leerders meer by hulle eie leer te betrek?' Die outeur van hierdie artikel wil poog om opvoeders deur die literatuurstudie van riglyne in hierdie verband te voorsien.


Generation Y learners are those young people born more or less between 1977 and 2000. Different authors call this generation by different names. The author of this article prefers the term 'Generation Y'. Learners from Generation Y were born into the age of digital information where information, education and entertainment were just a click away. Members of Generation Y use various electronic devices simultaneously for learning and entertainment purposes. Learners from this generation are often unmotivated and disengaged from their own learning experience because they are entertaining themselves simultaneously on a multitude of digital devices, whilst the educator is trying to get their attention. Generation Y prefers multitasking to focussing on one task or person at a time and are often more interested in what is happening on the screen before them than getting involved in their own learning. This generation works well in groups. They embrace recognition and crave instant gratification and feedback on work well done. Educators have to think of teaching and learning strategies to engage them in their own learning by making use of digital and electronic technology. Schools and tertiary institutions are often stuck in the previous century whilst learners keep up with technological changes. Educators at secondary and tertiary level need to re-think their teaching and learning strategies to make learning relevant and interesting for learners. In this research, the emphasis is on learners and students as well as educators at secondary and tertiary level. The research was done by applying a literature review. In line with the preceding discussion, the main research question of this literature study is 'How can educators get Generation Y learners more engaged in their own learning in the classroom or lecture room?' The two sub questions are: (1) 'What are some of the characteristics of Generation Y that influence learning?' and (2) 'What teaching strategies can be used to get Generation Y learners more engaged in their own learning?' The author of this article will endeavour to give guidelines to educators in this regard by means of the literature study.

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/content/aknat/35/1/EJC197637
2016-01-01
2019-08-26

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