13.4: Who’s The Audience?

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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.

LEARNING GENERATIONAL COHORT
GENERATION	YEAR RANGE	LEARNING NEEDS
NEO-MILLENNIALS	2000 to Present	Non-linear learners
		Even more social, interactive
		Seamlessly connected, networked
		“Naturally” technology-savvy
		Will grow up with high-definition network TV, Mp3s, mobile PCs, 3D wireless interactive games, wireless networks, initial agent technology, initial virtual reality
		Relate to rich multi-media, multi-sensory learning
MILLENNIALS (or GENERATION Y or NET GENERATION)	1982–1999	Consumers of knowledge
		Multi-taskers yet task-oriented
		High achievers, like personalization
		Prefer interactive, attentive instructors
		Highly social, interactive
		Highly connected, networked
		Have high technology-savvy
		Grew up with colour, cable TV, PCs, 3D video games, initial wireless, primitive virtual reality
		Expect some multi-media learning/enrichment
		Enjoy group work, experiential activities
GENERATION X	1965–1981	Self reliant and directed, individualistic
		Prefer flexibility and choice in learning
		Reject rigidity and authoritative approaches
		Expect expert, focused instructor
		Learning should be enjoyable, even fun
		Learning should increase their marketability
		Good to high technology-savvy
		Grew up with colour TV, PCs, 2D video games
BABY BOOMERS (or SANDWICH GENERATION)	1946–1964	Multiple responsibilities, high commuters
		High work ethic, dedicated achievers
		Prefer structured group work, crave feedback
		Use relationship-building activities
		Value creative and personal fulfillment activities
		Learning should be personally meaningful
		Fair to high technology-savvy
		Grew up with B&W, later colour TV and radio
SILENT GENERATION (or VETERANS or TRADITIONALS)	1925–1945	Most are retired now
		Prefer traditional learning environment
		Need risk-free learning
		Non-existent to good technology-savvy
		Grew up with radio and initial B&W TV (later years)