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Professional Communication 2 Click to edit Master subtitle style Madam Fauziah Priyadasini Samyraw 58265110066 UNIKL: PDE

In this net generation, does a student gain more knowledge by reading or watching Television?



In this net generation(a person who born in or after 1982), there was plenty digital devices to gain knowledge then just by reading books such as web, cell phones, instant message, online communities, video and audio. Television is one of technology device to gain knowledge by various type of programs. Literature Review

Media exposure: By age 21, the average person have spent 10 hours video games Reading is a complex cognitive process of decoding 200,000 emails symbols in order construct or derive meaning 20,000 hours television to 10,000 hours cell phones reading comprehension. It is a means of language under 5000 hours reading -Prensky, acquisition, of communication, and of sharing 7/12/12 2003

information and ideas.

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Net generation learning preferences Teams, peer-to-peer Engagement & experience Visual & kinesthetic

Things that matter Oblinger,

- Diana G.



To identify does net generation gaining more knowledge in reading or watching television programs. To find out learning expectation among students in era of net generation

Scope and Limitation The study consists of the research about student interest in reading and their expectation in reading sources and materials.



Student comfort zone

Informal Spaces Students spend more time out of class than in it Capture time is particularly important for non-residential students Learning occurs through conversations, web surfing, social interactions Team projects Spontaneous interactions Mingle, share, make connections

Multitasking Video, sound and pictures Random access Interactive and networked Engaging Spontaneous


Conclusion and recommendation What can a student do?

Make learning interactive and experiential Consider peer-to-peer approaches Utilize real-world applications Emphasize information literacy in courses Mix online and face-to-face Encourage reflection Create opportunities for synthesis Use informal learning opportunities