The Information-Age Mindset: Changes in Students and Implications for Higher Education

By Jason L. Frand. 2000

463 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d76cf3254c29026e3639610c02381f4b65509a2c

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Citations in the corpus

Using the inverted classroom to teach software engineering (2008, background): “Frand identifies ten characteristics common with millenials [9]: 1.”
The Google generation: the information behaviour of the researcher of the future (2008, background): “For them, constant connectivity – being in touch with friends and family at any time and from any place – is of utmost importance ( Frand, 2000, p. 15 ).”
Student Engagement in Campus-Based and Online Education: University Connections (2006, background): “In its most decontextualised interpretation, in distributed learning environments where students have ‘grown up with a digital mindset’ (Brown, 2000; Frand, 2000; Green, 2002b), learning is where it happens for a student, rather than where it is proscribed by an institution.”
Teaching Strategies for the Net Generation (2009, background): “EDUCAUSE Review, 40(5), 45–59.”
First year students' experiences with technology: Are they really digital natives? (2008, background): “Digital Natives are said to prefer receiving information quickly; be adept at processing information rapidly; prefer multi-tasking and non-linear access to information; have a low tolerance for lectures; prefer active rather than passive learning, and rely heavily on communications technologies to a”
Student Entitlement: Issues and Strategies for Confronting Entitlement in the Classroom and Beyond (2009, background): “Johnson (2003) discusses cases at some of the most prestigious universities in the country in which grade inflation appears to have become a problem.”
The 'digital natives' debate: A critical review of the evidence (2008, background): “They are held to be active experiential learners, proficient in multitasking, and dependent on communications technologies for accessing information and for interacting with others (Frand, 2000; Oblinger & Oblinger, 2005; Prensky, 2001a, b; Tapscott, 1999).”
Mobile learning in review: Opportunities and challenges for learners, teachers, and institutions (2006, unknown): “…in multitasking (McMahon & Pospisil, 2005, p. 421), the millennial generation stays in contact through SMS, mobile phones, chatrooms, and email, whilst simultaneously playing computer games, listening to music, and watching television (Frand, 2000, p. 18; Oblinger, 2003; Rickard & Oblinger, 2003).”