Intergenerational Learning Styles, Instructional Design Strategy, and Learning Efficacy

View Sample PDF

Author(s): Michael G. Strawser (Bellarmine University, USA)and Renee Kaufmann (University of Kentucky, USA)
Copyright: 2020
Pages: 12
Source title: Form, Function, and Style in Instructional Design: Emerging Research and Opportunities
Source Author(s)/Editor(s): Shalin Hai-Jew (Hutchinson Community College, USA)
DOI: 10.4018/978-1-5225-9833-6.ch003

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

Purchase

View Intergenerational Learning Styles, Instructional Design Strategy, and Learning Efficacy on the publisher's website for pricing and purchasing information.

Abstract

Instructional designers must appeal to a variety of audience members both in terms of competency and preferred learning style. Though many factors may influence learning style, generational preferences may provide instructional designers a broad base of understanding undergirding strategic educational design choices. While it would be naive, and even inaccurate, to assume that Millennials constitute the only unique generational challenge for instructional designers, their sheer presence in organizations and their education expectations have changed the game—so to speak. Thus, in an attempt to clarify generational uniqueness, this chapter will explore general generational instructional trends while positioning instructional design as a necessary answer to 21st century learning efficacy challenges.

The IRMA Community

Research IRM

Intergenerational Learning Styles, Instructional Design Strategy, and Learning Efficacy

Purchase

Abstract

Related Content

IRMA Sponsors