Generational Cohorts
One of the key tenets of sound online course design (and implementation) is that courses should be learner-centred. This can be a challenge, since online learners can come from a variety of age groups, sociocultural backgrounds, and lifestyles. Adult learners, for example, can belong to any one of four recognized generational cohort groups: silent generation, baby boomers, generation X, or the millennials (generation Y) (Raines, 2003). If teaching children, you may also be working with the group sometimes called the neo-millennials (Dede, 2007).
It is helpful to identify which generational groups will be taking the course you design in order to meet their individual and collective learning needs and preferences. The heart of this notion is that a generational cohort is a group of individuals born within the same range of years or era, who experienced common historical events and socio-economic (including technological and educational) developments as they grew from infanthood through adulthood. This commonality leads to the development of a similar overall world-view, and experience of the social environment around them. This concept was first introduced by Karl Mannheim (1936) and has been expanded by numerous scholars and analysts. Please note, that the notion of generational cohorts is not an exact science. The range of years for each generational cohort is quite varied, depending on the source consulted.
Common lifestyle expectations go hand in hand with these generational groups, which can range from single, young, still-living-with-parents learners through to sandwich generation learners (Statistics Canada, 2004) who are raising a family as they care for parents or other members of the older generation, as well as tending to their own career and education. On top of this, several demographic and socio-economic factors can distinguish the level of access to technology and educational/media resources, including economic status, gender, level of education, and geographic location. Thus, it is important to study your projected learners’ characteristics in order to optimally meet their learning needs. (Sims, 2006) Table 13.1 below gives a tentative summary of our interpretation of the five generational cohorts who participate in the current educational landscape in one form or another.
“A typical life-long learner is someone working mainly full-time, in a high-tech or service industry, with a family and a rich social and personal life. Such a learner requires “just in time” and personally relevant content delivered conveniently and flexibly. If they are professionals, they need access to the latest research and developments in their field”. (Bates, 2001, p. 25)
Audience Analysis
An audience (or learner) analysis is an important part of designing online courses (Sims, 2006). Particulars that are important include the learner’s motivation for taking the course, the course’s role in their career preparation, the purpose for taking the course (is it an enrichment course that helps to keep professionals current in their field, or perhaps a self-development course meant for personal enjoyment?), and whether the learners need to engage in cognitive, affective, and psychomotor activities in order to master the contents. All of these considerations are important and should guide team decisions related to e-learning and teaching styles, the presentation of the course, and exactly what content to include and to embellish with supportive graphics and multimedia objects. All of these considerations are easier to reflect on and address if the course components, audience, and other details are mapped visually in some way.
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LEARNING GENERATIONAL COHORT
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GENERATION
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YEAR RANGE
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LEARNING NEEDS
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NEO-MILLENNIALS
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2000 to Present
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Non-linear learners
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Even more social, interactive
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Seamlessly connected, networked
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“Naturally” technology-savvy
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Will grow up with high-definition network TV, Mp3s, mobile PCs, 3D wireless interactive games, wireless networks, initial agent technology, initial virtual reality
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Relate to rich multi-media, multi-sensory learning
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MILLENNIALS (or GENERATION Y or NET GENERATION)
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1982–1999
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Consumers of knowledge
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Multi-taskers yet task-oriented
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High achievers, like personalization
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Prefer interactive, attentive instructors
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Highly social, interactive
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Highly connected, networked
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Have high technology-savvy
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Grew up with colour, cable TV, PCs, 3D video games, initial wireless, primitive virtual reality
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Expect some multi-media learning/enrichment
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Enjoy group work, experiential activities
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GENERATION X
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1965–1981
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Self reliant and directed, individualistic
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Prefer flexibility and choice in learning
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Reject rigidity and authoritative approaches
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Expect expert, focused instructor
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Learning should be enjoyable, even fun
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Learning should increase their marketability
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Good to high technology-savvy
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Grew up with colour TV, PCs, 2D video games
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BABY BOOMERS (or SANDWICH GENERATION)
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1946–1964
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Multiple responsibilities, high commuters
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High work ethic, dedicated achievers
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Prefer structured group work, crave feedback
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Use relationship-building activities
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Value creative and personal fulfillment activities
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Learning should be personally meaningful
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Fair to high technology-savvy
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Grew up with B&W, later colour TV and radio
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SILENT GENERATION (or VETERANS or TRADITIONALS)
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1925–1945
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Most are retired now
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Prefer traditional learning environment
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Need risk-free learning
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Non-existent to good technology-savvy
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Grew up with radio and initial B&W TV (later years)
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