Department of Anatomy, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania 19131, USA.
Anat Sci Educ. 2011 Jul-Aug;4(4):214-26. doi: 10.1002/ase.240. Epub 2011 Jul 6.
The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners.
千禧一代学生的特点，推动了许多教育改革，但包括认知、学习风格、神经科学和心理学在内的许多领域的研究对这一观点提出了挑战。这一证据表明，目前对千禧一代学生的总体看法可能不够准确。统计数据显示，千禧一代学生在背景、个性和学习风格上存在很大差异。本文介绍了有关技术偏好、多任务处理、阅读、批判性思维、专业行为和学习风格的数据，这些数据表明，千禧一代学生在基本学习策略和态度上可能并不像经常提出的那样同质化。尽管他们的共同性格特征对教学有影响，但没有证据表明这些特征会影响他们的学习过程。已经实施了许多课程策略来解决据称千禧一代学生学习方式的变化，但没有一种策略在学术成就或培养毕业生专业技能方面明显表现出优势，而且人们仍然担心千禧一代学生能否成功参与学习过程。为了解决 21 世纪学习者的学生参与度和最佳知识获取问题，本文提出了一般课程设计的四个考虑因素。
