Introducing the Introduction

The introduction of any piece of writing can provide guidance when the distraction and blockages take over. I wouldn’t say I am blocked or distracted, just lacking some focus. So I am returning to my introduction for guidance.

The University of Phoenix SAS group provides a nice rubric for doctoral students which outlines the necessary elements of the dissertation. This rubric is broken down by chapter and section. As such, a student can successfully create a dissertation along the expectations of the university.

I wrote and posted my introduction for my mentor’s feedback hoping that I was on the right track and that I was covering the essential elements. Here is the introduction for you to review too.

The Millennial generation of workers are using computing technology in ways previous generations have not and require learning to be technologically enabled, non-sequential, collaborative, social, and exploratory in nature (Tapscott, 1999). Instructor-led training offers Millennial generation employees a traditional linear style modality of learning that is not adequate to meet the members’ preferences for learning (Tapscott, 1998). The emergence of collaborative computing technologies like blogs, wikis, and podcasts, provide learners a social, non-sequential, and collaborative learning environment that corporations can use to engage members of the Millennial generation (Beldarrain, 2006).

The literature review discusses this issue in four sections. The first section discusses the implications of constructivist learning philosophy on collaborative computing technology-enabled learning sessions in a corporate setting and Millennial generation employees. Section two discusses the independent variable, collaborative computing technologies focusing exclusively on the three technologies studied in the research: blogs, wikis, and podcasts. In the third section the discussion deals with the dependent variable, Millennial generation employees and the work and learning preferences related to this group of employees. Additionally, section three compares the learning and work preferences of the Millennial population and  previous generations. In the final section, the discussion focuses on the measurement of organizational training and training efficacy.

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27, 139-153. Retrieved February 24, 2008, from EBSCOhost

Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.

Tapscott, D. (1999, Feb). Educating the net generation. Educational Leadership, 56, 6-10. Retrieved September 3, 2006, from EBSCOhost

The goal here is to re-introduce the problem statement and transition to the review of literature. Having done that I needed to outline what is coming in the chapter ahead.

Do you think I accomplished my goal?

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