MILLENNIALS MAGNIFIED: A PHENOMENOLOGICAL APPROACH ON THE TEACHING AND LEARNING EXPERIENCES OF MILLENNIAL NURSING STUDENTS
DOI:
https://doi.org/10.31674/mjmr.2019.v03i02.004Abstract
Learning is unachievable in the absence of effective teaching. A paradigm shift is occurring as new generation of learners, the millennials enter into the college classroom. The study aims to explore the teaching and learning experiences of millennial nursing students. Husserlian Phenomenology was used to address the problems of the study. Phenomenological in nature, the study utilized an in-depth, semi-structured interview tool in data collection. Collaizi’s seven-step method was used in analyzing the data. Data saturation was used in determining the sample size. Eleven informants were selected using the eligibility criteria. This includes nursing students in the Level IV regardless of sex, currently enrolled in the Bachelor of Science in Nursing Program in any prestigious university. The study generated six major themes: (1) “The Ticks of Time” which discusses experiences of managing time and pressure, (2) “The Art of the Advanced” referring to use of gadgets and online resources as means of knowledge reinforcement, (3) “The Pampered Pupil” referring to student-centric teaching approaches, (4) “The Paternalistic Professor” characterized by teacher-centric discussions and minimal student participation, (5) “The Stylish Learner” which presents how students enhance learning, and (6) “The Encounter with the Educator” which describes the attitudes of teachers towards students. Altogether, the study presented both positive and negative phenomena experienced by the millennial learners and is recommended to educators in administering effective learning through provision of essentially congruent and timely teaching strategies.
Keywords:
Approach on Teaching, Learning Experiences, Millennials, MagnifiedDownloads
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