A neomillennial learning approach: helping non-traditional learners studying at a distance

Sankey, M. D. (2006) A neomillennial learning approach: helping non-traditional learners studying at a distance. International Journal of Education and Development Using Information and Communication Technology, 2 (4). pp. 82-99. ISSN 1814-0556

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Abstract

[Abstract]: Relying on text-based instruction may be disenfranchising many students, whilst technology enhanced environments can provide significant advantages to a growing market of non-traditional learners. This paper reports on research investigating the perceptions of first year distance education students studying a foundation communications course using a multimodal learning environment. It demonstrates higher levels of engagement are possible when a neomillennial learning approach is adopted for designing course materials catering to a diverse student body, whilst maintaining a balanced environment for more traditional learners. A strong acceptance was moderated by a desire to still receive some print-based materials. However, students reported a preference to receive an electronic version when given a choice.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Deposited by author, who retains copyright.
Faculty/School / Institute/Centre:	Historic - Learning and Teaching Support Unit
Faculty/School / Institute/Centre:	Historic - Learning and Teaching Support Unit
Date Deposited:	11 Oct 2007 00:37
Last Modified:	30 Aug 2021 02:45
Uncontrolled Keywords:	transmodal delivery; neomillenial; multimodal design; multimedia; learning styles
Fields of Research (2008):	13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing 13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020):	39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing 39 EDUCATION > 3903 Education systems > 390303 Higher education
URI:	http://eprints.usq.edu.au/id/eprint/1245

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