Millennial generation students - those born from 1980 to 2000 - account for over 40 percent of the college student population (Cantrell & Farer, 2019). Instructors need to understand the learning preferences and characteristics these students bring to the nursing classroom (Toothaker & Taliaferro, 2017). Educators may find it more effective to focus on the generation's characteristics and preferences rather than interpret numerous learning style inventory quizzes. This study explored the instructional methods that associate degree in nursing (ADN) students believe assist their learning, adding to the literature about millennial students' instructional preferences. It is hoped that information about beneficial teaching strategies will result in greater student retention and help alleviate the nursing shortage.
BACKGROUND
Knowles's theory of andragogy and Kolb's experiential learning theory (ELT) provided the theoretical framework for the study. The theory of andragogy suggests that adults learn best when they understand both the concept and why it is necessary (Knowles et al., 2015). A pedagogy model identifies the teacher's responsibility for delivering information; the theory of andragogy focuses on adult learners' self-directed preferences. ELT suggests that students learn through life experiences.
Various research describes the millennial generation's traits as innovative, technologically savvy, and team players; thus, students rely on technology-driven learning strategies for efficiency and immediate feedback (Stephens & Gunther, 2016). However, conflicting literature exists regarding adult millennial students' preferred instructional methods.
Stephens and Gunther (2016) reported that millennial students prefer group work and simulation activities. Toothaker's (2018) mixed-methods study of millennial students found that technology-driven approaches aided active learning and that the use of student response systems or clickers "increased their involvement in class, and enabled the instructor to address any concepts not understood, and benefitted their overall learning" (p. 83).
Others, such as Young and Seibenhener (2018), identified pedagogy-driven traditional strategies as beneficial. Their quantitative study of 49 ADN students found that more than half the students identified lectures as their preferred teaching method, with simulation often chosen next.
Several researchers suggest that a combination of strategies is preferred for instruction (Hampton et al., 2017; Phillips & Trainor, 2014; Toothaker & Taliaferro, 2017). Phillips and Trainor (2014) and Hampton et al. (2017) noted millennial students' preference for recorded lectures mixed with active learning strategies. The ability to replay recorded lectures enabled students to review content; the classroom provided time to review skills, complete case studies, and ask questions. Hampton et al. concluded that millennials preferred PowerPoint lectures with voice recording. Phillips and Trainor noted that voice recording on PowerPoint slides transforms lectures into a technology-based instructional method. Contrary to Stephens and Gunther's (2016) research, Hampton et al. noted that students' least preferred method was group projects or team-based learning assignments.
Toothaker and Taliaferro (2017) concluded that millennials need interactive instructional strategies, with, for example, clickers used to protect student confidentiality. They recommended avoiding memorization in favor of more engaging activities, with instructors using active teaching and innovative strategies along with traditional lectures.
Little research explicitly discusses millennial ADN students' preferred instructional strategies; this study fills that gap. Implementing students' preferred instructional methods should lead to greater success for the student and the nursing profession. This research was conducted to answer the following question: What instructional methods do millennial ADN students identify as aiding in their learning, and which do they describe as possible barriers within their education?
METHOD AND DESIGN
This study used a qualitative methodology and semistructured face-to-face individual interviews with predetermined open-ended questions to identify teaching strategies that participants believed contributed to or hindered their learning success. Students were asked about their experiences with instructional strategies that used technology, lecture, and group work. Data collected from preinterview questions and face-to-face interviews were coded and analyzed for emerging themes. The data analysis process continued from the initial participant until data saturation was reached, and no additional themes were identified. Identified key terms were categorized into codes and themes to answer the research question.
The researcher obtained institutional review board approval from the affiliated institutions. Participants were protected through voluntary inclusion, the right to withdraw at any time, and the use of informed consent. Participant confidentiality was protected through alphanumeric coding (P1, P2, etc.) in study documents and reference materials.
Sample/Setting
The researcher employed a nonprobability sampling strategy using a criterion-based purposeful design. Eligible participants were born within the millennial generation (between 1982 and 1998) and were currently enrolled in a midwestern community college's ADN program. Interested volunteers contacted the researcher and provided their contact information. Nine female and three male students were interviewed. The decision to include 12 participants was based on the need for the sample size to be large enough to meet data saturation criteria and a review of other qualitative studies (Cantrell & Farer, 2019). Data saturation was reached within the 12 interviews.
Procedure
The volunteers were emailed consent forms and preinterview questions at least 24 hours before the scheduled interview time. The researcher observed the participant sign the consent form and then explored the participant's answers from the preinterview document throughout the interview process. Dragon Naturally Speaking 15.0 speech recognition software was used to transcribe interviews. A USB audio recording device was used to review the interviews and make manual corrections to the transcript document. NVivo 12 software for Windows was used to validate and organize the key words and categories found.
Key words and terms relevant to answering the research questions were first identified in each transcript to open code the data. Axial coding was then completed by categorizing the highlighted terms. NVivo 12 software helped organize the codes into categories focused on technology-based instructional methods, traditional instructional methods, mixed instructional methods, and group work. Each transcript was reviewed for relevant participant statements, which were grouped into three common themes.
Responses to the preinterview questions and transcribed interview documents were reviewed utilizing a constant comparison analysis to determine the validity and reliability of responses. Each participant was provided a copy of the completed transcript to review for accuracy. Course syllabi were analyzed and congruent with the participants' answers on the preinterview question document and their responses in the interviews.
RESULTS
Three themes emerged from the analysis of the interviews: Lectures benefit learning, interactive questions help learning, and group work creates a barrier to learning. Lectures were mentioned most often as aiding the learning process. Although students claimed to like technology, they actually found lectures - particularly traditional in-class, in-person lectures - the most beneficial to learning. However, many noted the benefits of recorded lectures incorporated with traditional classroom lectures. Participants noted that long PowerPoint presentations led to inattention. It is difficult to determine if students found lectures helpful because of the nature of the instructional method or because of its familiarity.
Students stated that interactive questioning enriched lectures; the participants applied what they had learned to a patient scenario, received prompt feedback to their anonymous responses, and were provided the rationale behind the correct answer to aid further learning about a concept. Incorporating interactive questions with student response systems such as Nearpod and clickers enhanced student learning. Paper formats were less conducive to learning than technology-based systems that provide anonymity and immediate feedback. Students were able to assess their knowledge of a subject in real time without fear of peer judgment.
The majority of those interviewed identified group work assignments as barriers to learning. They noted problems such as group work taking too much time and busy work projects not focused on learning. Because of these issues, group work created more barriers to learning than other instructional methods. Consistent with the theory of andragogy, study participants said that lectures provided them with what they needed to know in the course. Although instructor-led lectures may be viewed as contrary to andragogy's assumptions, recorded lectures enable instructors to utilize the familiar format in a way that also allows more self-directed learning.
Student preference for interactive questioning incorporates the reflective observation of ELT. The integration of interactive questions using clickers enhanced critical thinking while promoting anonymity and an opportunity for instructor clarification (Toothaker, 2018).
Participant responses conflicted with literature that identifies group work as a preferred learning method for millennials (e.g., Stephens & Gunther, 2016). The problems participants encountered with group work reflect andragogy's theory that adult learners require self-direction and responsibility for their learning (Knowles et al., 2015). Group work may involve abdicating personal responsibility in response to group dynamics.
The integration of active learning strategies and technology has caused some to abandon the instructor-led lecture. Educators, however, must be mindful that the millennial generation continues to learn using lecture-based instructional methods. Educators instructing millennial ADN students should utilize both passive and active strategies, using group work only when they outline the group's specific objectives and responsibilities.
LIMITATIONS
This qualitative study was limited by the narrow geographic and demographic characteristics of the population sample. The focus of interview questions on participants' experiences in ADN classrooms may have limited discussions of additional instructional strategies that benefitted overall learning. The study did not analyze the correlation between student perceptions and actual success. Finally, because millennial generation students may not continue to enroll in ADN programs, the study's information and findings are time sensitive.
CONCLUSION/FUTURE RESEARCH
Although all participants identified lecture as the primary instructional method benefitting their learning, most also noted the importance of integrating active learning strategies with the lecture to enhance their application and analysis of content. Educators must ensure PowerPoint presentations are concise and encourage the application of concepts and critical thinking. Clickers, as participants explained, enable students and instructors to assess understanding without fear of public embarrassment.
As millennials often are described as a generation that enjoys teamwork, participants' identification of group work as a barrier to learning was surprising. Group work may have been identified as a barrier because of educators' failure to structure group assignments properly.
This study's results suggest recommendations for future research involving instructional methods that benefit or create barriers toward student learning. Future studies are encouraged to involve students from more ADN programs, including those born to the subsequent generation Z, to better understand ADN students' beneficial instructional methods. A mixed study should be conducted that correlates students' perceptions with objective measures to determine the strategies that most contribute to actual learning.
REFERENCES