Generational differences in using online learning systems

Abstract

The purpose of this study was to investigate generational differences in using online learning systems. The factors examined in this study were perceived satisfaction, perceived learning, online technology environment, interaction, student motivation and self-management. A total of 966 usable responses were analyzed. A number of generational differences were found. Comparatively speaking, Millennials are more likely to perceive that technical capabilities of the online system reduce learning, have more interaction with students, have less interaction with instructors, are more comfortable with online course discussions, and are less likely to have an online learning plan. However, contrary to profiles of these generations common in the literature, results suggested that the perceived satisfaction, learning, and motivation of these generations are more homogeneous than different.