Group Projects with Millennials: The Question of Not Why…but How

Autor/inn/en	Kendall, Catherine; Etheredge, Jessica; Moody, Dana; Cooper, Ashley
Titel	Group Projects with Millennials: The Question of Not Why…but How
Quelle	In: Journal of Learning in Higher Education, 10 (2014) 1, S.53-58 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-346X
Schlagwörter	Group Activities; Cooperative Learning; Teamwork; Student Characteristics; Generational Differences; Cognitive Style; Learning Strategies; Group Dynamics; Group Behavior; Higher Education; Personality Traits; Fundamental Concepts; Change Strategies + Suchen Sie Ihr Suchwort? Gruppenaktivität; Kooperatives Lernen; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gruppendynamik; Gruppenverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Grundlagenplan; Konzept; Lösungsstrategie
Abstract	The ability to work in groups is fundamental to education and professional environments. Today's classrooms are predominately filled with Millennials who have been working in teams their whole lives. Millennials enjoy group work because it is perceived as more fun and gives them a sense of unity and collaboration; unfortunately, it also gives them a way to avoid risks (Alsop, 2008). So, how do characteristics and learning styles of Millennials affect group work? As educators generally stemming from the Baby Boomer and Gen X generations, many instructors are either unaware or misinformed on effective grouping strategies for Millennials. This paper explores the fundamentals differences of Millennials and how they translate into strategies for successful group work. (As Provided).
Anmerkungen	JW Press. P.O. Box 49, Martin, TN 38237. Tel: 731-587-4010; Fax: 731-588-0701; Web site: http://JWPress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01