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Higher Education in a Virtual World
Abstract
Following years of discussion surrounding the characteristics, both positive and negative, of generations X and Y, we are seeing the emergence of what is referred to as the virtual generation, the net generation, or Generation V. To some, the virtual generation includes 15 to 24 year olds who spend significant amounts of time playing video games, browsing the Web, and communicating over the Internet (Proserpio & Gioia, 2007). Tapscott (2009) defines the net generation as the first generation to have grown up in the digital age. To others, Generation V is a generation that transcends age, gender, social demographic, and geography, and encompasses everyone who participates in a virtual environment (Sarner, 2008). Regardless of the exact parameters of the generation in use, as the virtual generation enters our academic institutions en masse, we need to ensure that we are providing educational environments that encompass the technological world in which they live, that defines who they are. Rather than requiring them to be confined solely to traditional lecture-based pedagogy, let the virtual generation learn in a virtual world.
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