Tapping into Gen Z Ways to Enhance E-learning and Meaningful Connections

Authors

  • Natasha Elizabeth Reedy University of Southern Queensland https://orcid.org/0000-0003-3143-5173
  • Peter Ayriss School of Arts and Education, Deakin University, Warrnambool, Australia.
  • Max Alcock School of Business, Faculty of Business, Education, Law and Arts, University of Southern Queensland, Toowoomba, Australia.
  • Henriette van Rensburg University of Southern Queensland, Toowoomba, Australia.
  • Jo Kay University of Southern Queensland, Toowoomba, Australia. https://orcid.org/0009-0003-3809-1526
  • Julie Lindsay University of Southern Queensland, Toowoomba, Australia.

DOI:

https://doi.org/10.34190/ecel.23.1.3035

Keywords:

effective communication, e-learning engagement, e-learning design strategies, generation-Z, human connection, nursing education

Abstract

Generation-Z born 2000-2009 (Australian Bureau of Statistics 2024) are comfortable with digital technology and connecting with one another using social media platforms. Regardless of this proficiency they may still experience challenges engaging with online learning especially around social cohesion, wellbeing and learning success. Other challenges they may encounter are communicating and interacting face-to-face in the workplace, which is a vital 21st Century graduate attribute. A growing societal concern is staff shortages and unfilled vacancies within the health sector. There are many factors influencing health care workforce shortages, but Generation-Z may be a good fit due to their growing awareness of societal concerns and willingness to upskill. This study seeks to investigate the enablers and barriers impacting Generation-Z nursing students’ ability to successfully engage with e-learning and to communicate effectively in face-to-face interactions within the workplace environment. Furthermore, this study seeks to explore the ways Generation- Z nursing students communicate and interact with each other on social media. The study will use a qualitative, social constructionism (making meaning in a social context) methodology. Methods include three focus group discussions with students aged 18-24 years, enrolled external/online in an undergraduate nursing program, with a minimum of one clinical placement completed or attempted. Data will be analysed using thematic analysis process proposed by Braun and Clarke (2022). Findings will inform e-learning design strategies that address the identified barriers and use the enablers to help Generation-Z successfully transfer their social media communication knowledge and skills to better engage with online learning, leading to higher satisfaction and completion rates. These strategies include supporting the transference of their fluent online social media communication skills to build and use meaningful connections relevant to the healthcare workplace that further supports the enablement of the graduate attribute, effective communicator.

Author Biographies

Natasha Elizabeth Reedy, University of Southern Queensland

Dr Natasha Reedy is a Senior Nursing lecturer and Quality Improvement Coordinator. She was formerly the Bachelor of Nursing Program Director 2022-23. Natasha has been an academic for thirteen years and a nurse for 37 years specialising in education and gerontology, with 9 publications, 33 citations and a h-index 4.

Peter Ayriss, School of Arts and Education, Deakin University, Warrnambool, Australia.

Peter Ayriss, PhD, School of Arts and Education, Deakin University, Warrnambool, Australia. 20-years’ experience in higher education working in a variety of roles - student advisor, program accreditation, lecturer and marker.  Teaching and research interests include issues of concern within online education including assessment, staff development, workload and future scenarios.

Max Alcock, School of Business, Faculty of Business, Education, Law and Arts, University of Southern Queensland, Toowoomba, Australia.

Max Alcock is a student enrolled in the Bachelor of Business, School of Business, Faculty of Business, Education, Law and Arts, University of Southern Queensland, Toowoomba, Australia. Research and teaching interests include supporting and motivating people, and in how to create, build and maintain human connections.

Henriette van Rensburg, University of Southern Queensland, Toowoomba, Australia.

Henriette van Rensburg, PhD, Associate Professor of Digital Literacies and Inclusion, School of Education, Faculty of Business, Education, Law and Arts, University of Southern Queensland, Australia. Teaching and research interests include international and specialist education, digital pedagogies, educational linguistics, student diversity, and student support through Computer Assisted Language Learning (CALL).

Jo Kay, University of Southern Queensland, Toowoomba, Australia.

Jo Kay, Education Technology Advisor, Learning and Teaching Futures University of Southern Queensland, Australia. Experienced in web development and digital learning.

Julie Lindsay, University of Southern Queensland, Toowoomba, Australia.

Dr Julie Lindsay BA La Trobe, BA(Hons) La Trobe, GDipCompEd Melb, GDipEd Melb, MA La Trobe, MAEdHumDev George Washington, PhD USQ is a full-time Senior Education Technology Advisor Learning and Teaching Futures.

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Published

2024-10-23

Issue

Vol. 23 No. 1 (2024): Proceedings of the 23rd European Conference on e-Learning - ECEL 2024

Section

Work in Progress papers