EXPLORING GEN Z'S LEARNING PREFERENCES : MOTIVATION IN INDIVIDUAL AND TEAM-BASED LEARNING IN THE DIGITAL TRANSFORMATION ERA
Keywords:
Generation Z, learning preferences, individual learning, team-based learning, digital transformation
Abstract
Rapid digital technology development has changed the face of education and influenced how Generation Z (Gen Z) approaches learning. In the age of digital transformation, this study investigates Gen Z's preferred methods of learning by comparing their motivation in solo versus team-based learning settings. English as a Foreign Language (EFL) third-year students were interviewed using a qualitative methodology. The results show that when it comes to tasks that need intense focus and independence and are motivated by internal factors like skill mastery and personal growth, individual learning is frequently chosen. Team-based learning, on the other hand, appeals to those who want to solve problems together and communicate with their peers. This is because it is impacted by external factors like shared accountability and social support. Digital solutions that promote engagement and flexibility, like gamified learning applications, AI-driven platforms, and virtual collaboration spaces, greatly improve motivation in both situations. Problems including digital weariness and unequal team involvement, however, were also noted. According to this study, educators must create flexible teaching methods that suit the interests of Generation Z and use technology to enhance both solo and group learning.
References
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Sears, D. A., & Pai, H.-H. (2012). Effects of Cooperative Versus Individual Study on Learning and Motivation After Reward-Removal. The Journal of Experimental Education, 80(3), 246–262. https://www.jstor.org/stable/26594353
Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z's critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85-88.
Stein, R. E., Colyer, C. J., & Manning, J. (2016). Student Accountability in Team-based Learning Classes. Teaching Sociology, 44(1), 28–38. http://www.jstor.org/stable/24887556
Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
Wajdi, M., Susanto, B., Sutiarso, M. A., & Hadi, W. (2024). Profile of generation Z characteristics: Implications for contemporary educational approaches. Kajian Pendidikan, Seni, Budaya, Sosial dan Lingkungan, 1(1), 33-44.
Weresh, M. H. (2019). Assessment, Collaboration, and Empowerment: Team-Based Learning. Journal of Legal Education, 68(2), 303–337. https://www.jstor.org/stable/26891017
Yip, P. K., Cheng, L., & Cheung, P. (2023). The association of children’s motivation and physical activity levels with flipped learning during physical education lessons. European Physical Education Review, 29(4), 601-618. https://doi.org/10.1177/1356336X231170990
Zheng, X., Johnson, T. E., & Zhou, C. (2020). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance. Educational Technology Research and Development, 68(6), 3527–3545. https://www.jstor.org/stable/48727601
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260–267. https://doi.org/10.1037/0022-0663.80.3.260
Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 9.
Bećirović, S. (2023). The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach. Sage Open, 13(4). https://doi.org/10.1177/21582440231208975
Bingjie, L., Chunyi, Y., Haoyan, L., Qing, C., & xuelei, M. (2022). Impact of Team-Based Learning Versus Lecture-Based Learning on Chinese Radiology Education: A Scoping Review and Meta-Analysis. Sage Open, 12(2). https://doi.org/10.1177/21582440221091724
Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Team-based learning: design, facilitation and participation. BMC Medical education, 20, 1-7.
Cilliers, E. J. (2021, January). Reflecting on social learning tools to enhance the teaching-learning experience of generation Z learners. In Frontiers in education (Vol. 5, p. 606533). Frontiers Media SA.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8.
Hernandez-de-Menendez, M., Escobar Díaz, C. A., & Morales-Menendez, R. (2020). Educational experiences with Generation Z. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 847-859.
Hirst, G., van Knippenberg, D., & Zhou, J. (2009). A Cross-Level Perspective on Employee Creativity: Goal Orientation, Team Learning Behavior, and Individual Creativity. The Academy of Management Journal, 52(2), 280–293. http://www.jstor.org/stable/40390288
Johnson, S. N. (2017). Comparing Student Learning in the Team-Based Learning Classroom With Different Team Reporting Methods. Journal of College Science Teaching, 47(2), 76–82. http://www.jstor.org/stable/44580893
Li, Y., Sears, N. A., Murray, I. V. J., & Yadav, K. K. (2021). Rethinking Teaching Team-Based Learning: The Challenges and Strategies for Medical Education in a Pandemic. AERA Open, 7. https://doi.org/10.1177/23328584211067207
Lunt AJG, Cayzer S, Moore Y, Young AM. Team-based learning in large cohorts: Successes and challenges in first year mechanical engineering. International Journal of Mechanical Engineering Education. 2024;0(0). https://doi:10.1177/03064190241259305
Malekigorji, M., & Hatahet, T. (2020). Classroom Response System in a Super-Blended Learning and Teaching Model: Individual or Team-Based Learning? Pharmacy, 8(4), 197. https://doi.org/10.3390/pharmacy8040197
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annu. Rev. Psychol., 57(1), 487-503.
Mitchell, G. D. (2020). Digital Game-Based Learning: Instruction and Professional Development. Keiser University.
Moore, V. J., Prewitt, E. M., Carpenter-McCullough, A. J., & Whitworth, B. A. (2020). Teamwork Makes the Dream Work: Using Team-Based Learning in the Science Classroom. Journal of College Science Teaching, 49(3), 38–46. https://www.jstor.org/stable/27045863
Nokes-Malach, T. J., Richey, J. E., & Gadgil, S. (2015). When Is It Better to Learn Together? Insights from Research on Collaborative Learning. Educational Psychology Review, 27(4), 645–656. http://www.jstor.org/stable/24761213
Pan, X. (2023). Online Learning Environments, Learners’ Empowerment, and Learning Behavioral Engagement: The Mediating Role of Learning Motivation. Sage Open, 13(4). https://doi.org/10.1177/21582440231205098
Parrish, C. W., Guffey, S. K., & Williams, D. S. (2023). The impact of team-based learning on students’ perceptions of classroom community. Active Learning in Higher Education, 24(2), 169-183. https://doi.org/10.1177/14697874211035078
Ramsey, N. K. (2022). Generation Z Leaders’ Perspectives of Professional Organizations in Music Education. Contributions to Music Education, 47, 211–228. https://www.jstor.org/stable/27169762
Resta, P., & Laferrière, T. (2007). Technology in Support of Collaborative Learning. Educational Psychology Review, 19(1), 65–83. http://www.jstor.org/stable/23363869
Ruder, P., Maier, M. H., & Simkins, S. P. (2021). Getting started with team-based learning (TBL): An introduction. The Journal of Economic Education, 52(3), 220–230. https://doi.org/10.1080/00220485.2021.1925187
Sears, D. A., & Pai, H.-H. (2012). Effects of Cooperative Versus Individual Study on Learning and Motivation After Reward-Removal. The Journal of Experimental Education, 80(3), 246–262. https://www.jstor.org/stable/26594353
Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z's critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85-88.
Stein, R. E., Colyer, C. J., & Manning, J. (2016). Student Accountability in Team-based Learning Classes. Teaching Sociology, 44(1), 28–38. http://www.jstor.org/stable/24887556
Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
Wajdi, M., Susanto, B., Sutiarso, M. A., & Hadi, W. (2024). Profile of generation Z characteristics: Implications for contemporary educational approaches. Kajian Pendidikan, Seni, Budaya, Sosial dan Lingkungan, 1(1), 33-44.
Weresh, M. H. (2019). Assessment, Collaboration, and Empowerment: Team-Based Learning. Journal of Legal Education, 68(2), 303–337. https://www.jstor.org/stable/26891017
Yip, P. K., Cheng, L., & Cheung, P. (2023). The association of children’s motivation and physical activity levels with flipped learning during physical education lessons. European Physical Education Review, 29(4), 601-618. https://doi.org/10.1177/1356336X231170990
Zheng, X., Johnson, T. E., & Zhou, C. (2020). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance. Educational Technology Research and Development, 68(6), 3527–3545. https://www.jstor.org/stable/48727601
Published
2024-12-25
How to Cite
Nor Azizah Riana, & Hesty Widiastuty. (2024). EXPLORING GEN Z’S LEARNING PREFERENCES : MOTIVATION IN INDIVIDUAL AND TEAM-BASED LEARNING IN THE DIGITAL TRANSFORMATION ERA. INTERNATIONAL SEMINAR, 6, 218-228. Retrieved from https://conference.unita.ac.id/index.php/conference/article/view/192
Section
Articles
