Abstract
Generation Z students have their learning preferences. They like to learn independently, advocate for what they believe in, and work hard to achieve their goals. However, there are significant gaps between Generation Z students’ expectations for learning and prior experiences, especially for three domains of motivation in online learning environments: relatability, affirmation, and opportunity. This study aims at exploring the effectiveness of a progressive teaching method designed for Generation Z students in computer networking courses. This study proposes a progressive three-stage teaching method that gradually implements traditional lecture, individual flipped learning, and cooperative flipped learning methods over a semester. The design principle of this study differs from most existing studies that focus on the effectiveness of specific teaching methods. This study encourages each student to learn sequentially through three teaching stages. The purpose of this study is to investigate the changes in students’ learning experiences, particularly in terms of learning comprehension and learning motivation. The research results show that the proposed progressive teaching method can improve students’ understanding of computer networking courses and enhance their learning motivation. Participants agreed that the proposed progressive pedagogy can improve their teamwork skills and provide a different learning experience in the computer networking courses.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.