Page 17 - 2022-Jour_88-5

Limitations
One limitation of this study was the small sample size of students because
it prevented development of a clear, generalized statement of comparisons of
expectations of instructors’ behaviors among different generations within the two
groups. Therefore, more students should be recruited in the future to confirm, refute,
or refine the results of the current study. The site of the study may be a limitation as
well because participants were recruited in a medical school and may not represent
students and faculty from other disciplines. Thus, participants from other majors
and settings should be recruited for future research. Still, the study’s limitations did
not negate recognition of the expectations of instructors’ behaviors among various
groups in face-to-face and online course settings. Although one medical school was
used for the study, implications and findings of generational gaps in teaching and
learning would be relevant to other disciplines. The perceptions and interactions
among these generations are meaningful in other educational settings, and the data
can influence and turn generational differences into opportunities in other academic
settings, both face-to-face and online.

Conclusions
Overall, this study provided an overview of the expectations of students and
faculty across generations in teaching and learning. Today, Millennials and
Generation Z students are stepping up and having their voices heard on what
works for them in a variety of teaching and learning opportunities. Specifically,
these students appreciate instructors who provide fairness in teaching and grading;
who are respectful and understanding; and who are technologically competent. As
a consequence, instructors should explore a variety of teaching and learning tools
while providing a means of active engagement for their learners. This study helps to
develop a dialogue and collaboration toward supporting more engaging and active
learning in both face-to-face and online teaching and learning across generations.

References
Aaron, M., & Levenberg. P. (2014). The millennials in medicine: Tips for teaching the next
generation of physicians. Journal of Academic Ophthalmology, 7, e17-e20. https://www.
thieme-connect.com/products/ejournals/pdf/10.1055/s-0034-1396088.pdf
Badrolhisam, N. I., Rashid, N. M., Ma’amor, H., Mansor, M. N. M., & Bashirun, S. N. (2019).
Students’ perception, expectation and satisfaction toward the characteristics of female
lecturers in higher education. Universal Journal of Educational Research, 7(10A), 1–6.
https://doi.org/10.13189/ujer.2019.071701
Borel, D. A. (2013). The influence of web conferencing on graduate students’ sense of community
in an online classroom (Publication number 3562263) [Doctoral dissertation, Lamar
University—Beaumont]. ProQuest Dissertations & Theses Global.

Buskist, W., Sikorski, J., Buckley, T., & Saville, B. K. (2002). Elements of master teaching. In S.
F. Davis & W. Buskist (Eds), The teaching of psychology: Essays in honor of Wilbert J.
McKeachie and Charles L. Brewer (pp. 27−39). Psychology Press.
Cretu, I., Grigor, M., & Sadiye, I. (2020). Get ready for Gen Z, our next generation of medical
students. Revista De Cercetare Si Interventie Sociala, 69, 283–292. https://www.
researchgate.net/publication/342235132_Get_Ready_For_Gen_Z_Our_Next_Generation
_of_Medical_Students

Schools Fostering a More Equitable World 15