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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 3 |
Promoting Equity and Engagement with Randomness
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In: UNLV Best Teaching Practices Expo (2022)
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| 4 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 5 |
HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 6 |
THE (MILLENNIAL) TIMES, THEY ARE A’CHANGIN’: UNDERSTANDING GEN Z’S EXPECTATIONS IN THE CLASSROOM
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In: Theses and Dissertations--Communication (2022)
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Abstract:
Drawing from over a decade of research, it can be said with relative certainty what millennial learners expected of their instructors when they were in the college classroom. But what about the expectations and needs of our current group of students, Generation Z? Because few studies exist on Gen Z in higher education spaces, this dissertation establishes a baseline of what these students might need and expect from market and generational research on this group of students and establishes expectancy violations theory as a sound theoretical base for instructional research. This dissertation’s longitudinal, two-phase study, then, seeks to determine Gen Z students’ expectations of their instructors’ communication behaviors (i.e., credibility, rapport, confirmation, digital literacy) in the college classroom and examined the impact that violations of these expectations can have on these students’ levels of engagement. Findings suggest that Gen Z students expected a moderate level of rapport and high levels of credibility, confirmation, and digital literacy; credibility and confirmation expectations were significantly negatively violated, while digital literacy expectations were significantly positively violated. Additional findings demonstrate that Gen Z students whose instructors met or positively violated expectations reported higher engagement than those with negatively violated expectations. Implications for instructors and administrators, as well as implications for further use of expectancy violations theory, are included, such as the suggestion that instructors need to focus on tailoring their instruction to the specific needs and expectations of Gen Z students, who differ greatly from generations past.
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Keyword:
Communication; expectancy violations; expectations; Gen Z; Higher Education; Language and Literacy Education; Scholarship of Teaching and Learning; student engagement
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URL: https://uknowledge.uky.edu/comm_etds/111
https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1115&context=comm_etds
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| 7 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 9 |
Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
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In: Networks: An Online Journal for Teacher Research (2021)
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| 10 |
OER Guide for WR 227 Instructors: Using Open Educational Resources (OERs) in WR 227 Courses
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In: PDXOpen: Open Educational Resources (2021)
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| 12 |
Digital Scholarship Services - Neue Dienstleistungen von wissenschaftlichen Bibliotheken für die datenbasierte Forschung ...
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| 13 |
Digital Scholarship Services - Neue Dienstleistungen von wissenschaftlichen Bibliotheken für die datenbasierte Forschung ...
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| 15 |
Current projects of the scholarship holders of the Friedrich-Wingert-Stiftung ...
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| 16 |
Teaching digital scholarly editing North and South in a Global Classroom ...
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| 17 |
The impact of positive feedback on student outcomes and perceptions
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In: John Griffith (2021)
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| 18 |
The Impact of Positive Feedback on Student Outcomes and Perceptions
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In: Publications (2021)
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| 19 |
As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators for Inclusive Schools? An Analysis of Research on University and Diocesan Teacher Training
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In: Journal of Catholic Education (2021)
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| 20 |
Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor’s Socialization through Multimodality
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In: Journal of Multilingual Education Research (2021)
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