JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Active Learning and Generation Next Perceptions of Engagement and Motivation: An Attribution Theory Approach
Author(s): Yvette M. Holmes, Jennifer Collins, Jana Rutherford
Citation: Yvette M. Holmes, Jennifer Collins, Jana Rutherford,(2017)"Active Learning and Generation Next Perceptions of Engagement and Motivation: An Attribution Theory Approach," Journal of Higher Education Theory and Practice, Vol. 17, Iss. 7, pp. 111-114
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Many challenges face educators teaching Generation NeXters. These digital natives, may not be academically prepared, think me first and have issues with correct self-appraisal and esteem. However, many faculty members are digital immigrants using traditional passive teaching methods which generate low-level learning. Hence, there is a growing conversation in the academic literature around the topic of flipped classroom pedagogy and its role in improving student performance. Researchers found a positive correlation between flipped classroom pedagogy and student performance in Science, Technology, Engineering, and Mathematics. Thus, we propose an examination of active versus passive learning strategies in the business education arena.
