This page will introduce issues related to the intersection between instructional multimedia, Generation Y and the impact of this intersection on higher education.

Introduction

Generation Y is the current generation actively recruited for college admissions. Instructional multimedia and distance education are among the current trends in instructional delivery in higher education. How are these trends meeting the instructional needs of the new generation of college students? What is the impact of Generation Y and technology use in higher education?

In order to appreciate the unique characteristics of Generation Y, it is important to understand what defines this group of people and what has shaped them as a cohort. The term “generation” refers to a group of people, born in the same general time span, that share the same formative experiences. While timelines and many events are experienced world wide, the generational terms are applied to populations in the United States.

The following chart shows the named population cohorts and the timelines that generally define them.

Veterans (1922-1941), Baby Boomers (1942-1963), Generation X (1964-1977), and Generation Y (1978-2000) each have distinct sets of behaviors, values, and ideas. Not every member of a particular generation shares every trait of that generation. The intention is not to pigeonhole individuals, but to provide an overall understanding that demographic cohorts share common attributes and values that are shaped by seminal events. It is important to understand how these generational commonalities and differences, in turn, impact society. In particular, an understanding of this incoming generation of college students provides an opportunity to examine them in the context of traditional universities.

Who Is Generation Y?

Several terms are used to identify Generation Y. To avoid confusion, here is a list of some of these terms (Bova, 2003):

· Net Generation
· Next Generation, Generation Next, or Nexters
· Echo Boomers
· .com Generation
· Millennials
· Digital Generation

The date range to define the generations varies slightly between sources. Generally, Generation Y consists of those born between 1978 and 2000, ranging from 3 years of age to 25. The U.S. population size of Generation Y is about 80 million people. This group is techno-savvy and known for their collective action, optimism, tenacity, heroic spirit, and ability to multi-task. Some employers have reported that they tend to need supervision and structure, are inexperienced with handling difficult people issues, and are often viewed as a self-absorbed generation of spoiled brats (Hansford, 2002).

Generation Y's other general characteristics are that they tend to be (Hansford, 2002; Infante, 2001; Bova, 2003):

· E-Learners
· Used to instant communication
· Speed is valued more than attention to nagging detail (example: reliance on spell check)
· Expect frequent and/or constant feedback
· Accustomed to giving honest and straightforward feedback
· Using computers since Preschool
· Values family, religion, faith, honesty, integrity, and a shared contribution to the greater good

Implications for Higher Education

It is easy to see that Generation Y students will practically demand the use of technology for the delivery of education. Technology is an accessory for them, like daily attire, not just a tool to be accessed for specific tasks. For their college experience, they will expect reliable access, speed, and information technology integration with learning (Merritt, 2002). However, higher education tends to be one of the slowest changing institutions, steeped in tradition and “we’ve always done it this way” mentality. It is difficult for some faculty to embrace the age of technology. Often, faculty's technological skills are lacking. They may fear that they will lose control of the instructional process and the classroom as instruction moves from brick and mortar to broadband.

Slowly but surely many institutions have made the move into using more multimedia-based instruction. The variety of technology use has grown in just the last five years and can be seen in the use of email for communication, the growing number of distance education courses and programs, and web-enhanced courses. The benefits of using technology include access to information, such as video clips, as often as needed; providing options for instructors to vary and enhance their courses; and to benefit academic research (Roach, 2002).

Not all the research supports promoting multimedia as the wave of the future in educational delivery. Questions arise as to whether hypermedia-learning environments can be designed for effectiveness in certain learning objectives (Chen & Dwyer, 2003). One thing is certain; technology and Generation Y are integrated. It will be interesting to see how the pair integrates with the rest of society.

Further Information

Read "Federal Managers Work To Bridge Workplace Generation Gap" (September 2001) for an atricle about how government is addressing issues of a generational workforce. www.govexec.com/dailyfed

Work Froce Development Group (2001) offers strategies for Inclusive Leadership
http://www.workforcedevelopmentgroup.com/news_nineteen.html

For Generation Y news articles from thousands of online newpapers, visit generationy.newstrove.com/

For more information on Veterans, Boomers, Xers, and Gen Y and how they relate in the workplace, read Lancaster, L. & Stillman, D.(2002). When Generations Collide. Who they are. Why the clash. How to solve the generational puzzle at work.

References

Bova, B. (2003, June). General Generations Presentation. Adult Career Development
and Change. University of New Mexico.

Chen, W. and Dwyer, F. (2003). Hypermedia research: present and future. International
Journal of Instructional Media, 30(2), p. 143-148.

Hansford, D. (2002). Insights into managing an age-diverse work force. Workspan,
45(6), pp. 48-54.

Infante, V.D. (2001). Millennials: A new generation in the workplace. Workforce,
80(3), p. 28.

Merritt, S. (2002). A perspective on Generation Y and their impact on higher education. Retrieved June, 2003 from the World Wide Web : http://www17.homepage.villanova.edu/stephen.merritt/USIP.htm

Roach, R. (2002). Making the most of multimedia. Black Issues in Higher Education,
19(3), p. 47.