{"id":{"repo_id":"ucf","oai_identifier":"oai:stars.library.ucf.edu:etd-1988"},"canonical_url":"https://search.dev.ndltd.org/etd/ucf/oai:stars.library.ucf.edu:etd-1988","repository":{"repo_id":"ucf","name":"Central Florida","base_url":"https://stars.library.ucf.edu/do/oai/"},"display":{"title":"A Study Of Millenial Students And Their Reactive Behavior Patterns In The Online Environment","abstract":"The goal of this study was to identify patterns or characteristics unique to online millennial students in higher education from two perspectives: the generational traits for an understanding of millennial students as a cohort, and the Long reactive behavior patterns and traits for an understanding of millennials as individuals. Based on the identified patterns and characteristics of these millennial students, the researcher highlighted instructional and curricular implications for online learning. A profile depicting online millennial students based on the demographic data and their overall satisfaction levels with online learning is provided. For a holistic understanding, the study included an inquiry into measures of independence between overall satisfaction with online learning, reactive behavior patterns and traits among participating millennials, and an account of what millennial students are saying about quality, preferences, and aversions in their online learning experience. Overall, the great majority, especially aggressive dependent and compulsive millennial students were satisfied with their online learning experience. Also, more female millennial students were satisfied with their experience compared to male millennial students. The role of the instructor, course design, and learning matters were the themes most frequently mentioned by millennial students when asked about the quality of online learning. Overwhelmingly, convenience, time management, flexibility, and pace were the aspects these millennial students liked most about their online encounter. On the contrary, lack of interaction, instructor's role, course design, and technology matters were the most frequent themes regarding millennials' dislikes about their online learning experience. Finally, the study includes recommendations for future research.","abstract_html":"The goal of this study was to identify patterns or characteristics unique to online millennial students in higher education from two perspectives: the generational traits for an understanding of millennial students as a cohort, and the Long reactive behavior patterns and traits for an understanding of millennials as individuals. Based on the identified patterns and characteristics of these millennial students, the researcher highlighted instructional and curricular implications for online learning. A profile depicting online millennial students based on the demographic data and their overall satisfaction levels with online learning is provided. For a holistic understanding, the study included an inquiry into measures of independence between overall satisfaction with online learning, reactive behavior patterns and traits among participating millennials, and an account of what millennial students are saying about quality, preferences, and aversions in their online learning experience. Overall, the great majority, especially aggressive dependent and compulsive millennial students were satisfied with their online learning experience. Also, more female millennial students were satisfied with their experience compared to male millennial students. The role of the instructor, course design, and learning matters were the themes most frequently mentioned by millennial students when asked about the quality of online learning. Overwhelmingly, convenience, time management, flexibility, and pace were the aspects these millennial students liked most about their online encounter. On the contrary, lack of interaction, instructor&#x27;s role, course design, and technology matters were the most frequent themes regarding millennials&#x27; dislikes about their online learning experience. Finally, the study includes recommendations for future research.","abstract_has_math":false,"creators":["Yonekura, Francisca"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Dziuban, Charles"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-01-01T08:00:00Z","date_published":"2006-01-01T08:00:00Z","updated_at":"2026-07-24T05:09:34Z","subjects":["millennial generation","generation Y","online learning","Long reactive behavior patterns","higher education","Curriculum and Instruction","Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0000968"],"render_values":[{"text":"CFE0000968","href":null,"code":true}]}]},"links":{"outbound_url":"https://stars.library.ucf.edu/etd/989","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dziuban, Charles"]},{"key":"dc:creator","label":"Author","values":["Yonekura, Francisca"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Doctoral Dissertation (Open Access)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["millennial generation","generation Y","online learning","Long reactive behavior patterns","higher education","Curriculum and Instruction","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0000968"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stars.library.ucf.edu/etd/989"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["<p>If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at <a href=\"mailto:STARS@ucf.edu\">STARS@ucf.edu</a></p>","Doctor of Philosophy (Ph.D.)","College of Education","Educational Research, Technology, and Leadership","Curriculum and Instruction"]},{"key":"dc:description.abstract","label":"Abstract","values":["The goal of this study was to identify patterns or characteristics unique to online millennial students in higher education from two perspectives: the generational traits for an understanding of millennial students as a cohort, and the Long reactive behavior patterns and traits for an understanding of millennials as individuals. Based on the identified patterns and characteristics of these millennial students, the researcher highlighted instructional and curricular implications for online learning. A profile depicting online millennial students based on the demographic data and their overall satisfaction levels with online learning is provided. For a holistic understanding, the study included an inquiry into measures of independence between overall satisfaction with online learning, reactive behavior patterns and traits among participating millennials, and an account of what millennial students are saying about quality, preferences, and aversions in their online learning experience. Overall, the great majority, especially aggressive dependent and compulsive millennial students were satisfied with their online learning experience. Also, more female millennial students were satisfied with their experience compared to male millennial students. The role of the instructor, course design, and learning matters were the themes most frequently mentioned by millennial students when asked about the quality of online learning. Overwhelmingly, convenience, time management, flexibility, and pace were the aspects these millennial students liked most about their online encounter. On the contrary, lack of interaction, instructor's role, course design, and technology matters were the most frequent themes regarding millennials' dislikes about their online learning experience. Finally, the study includes recommendations for future research."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A Study Of Millenial Students And Their Reactive Behavior Patterns In The Online Environment"]}]}],"canonical_facts":{"dc:contributor":["Dziuban, Charles"],"dc:creator":["Yonekura, Francisca"],"dc:description":["<p>If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at <a href=\"mailto:STARS@ucf.edu\">STARS@ucf.edu</a></p>","Doctor of Philosophy (Ph.D.)","College of Education","Educational Research, Technology, and Leadership","Curriculum and Instruction"],"dc:description.abstract":["The goal of this study was to identify patterns or characteristics unique to online millennial students in higher education from two perspectives: the generational traits for an understanding of millennial students as a cohort, and the Long reactive behavior patterns and traits for an understanding of millennials as individuals. Based on the identified patterns and characteristics of these millennial students, the researcher highlighted instructional and curricular implications for online learning. A profile depicting online millennial students based on the demographic data and their overall satisfaction levels with online learning is provided. For a holistic understanding, the study included an inquiry into measures of independence between overall satisfaction with online learning, reactive behavior patterns and traits among participating millennials, and an account of what millennial students are saying about quality, preferences, and aversions in their online learning experience. Overall, the great majority, especially aggressive dependent and compulsive millennial students were satisfied with their online learning experience. Also, more female millennial students were satisfied with their experience compared to male millennial students. The role of the instructor, course design, and learning matters were the themes most frequently mentioned by millennial students when asked about the quality of online learning. Overwhelmingly, convenience, time management, flexibility, and pace were the aspects these millennial students liked most about their online encounter. On the contrary, lack of interaction, instructor's role, course design, and technology matters were the most frequent themes regarding millennials' dislikes about their online learning experience. Finally, the study includes recommendations for future research."],"dc:format":["application/pdf"],"dc:identifier":["CFE0000968"],"dc:identifier.uri":["https://stars.library.ucf.edu/etd/989"],"dc:language":["English"],"dc:subject":["millennial generation","generation Y","online learning","Long reactive behavior patterns","higher education","Curriculum and Instruction","Education"],"dc:title":["A Study Of Millenial Students And Their Reactive Behavior Patterns In The Online Environment"],"dc:type":["Doctoral Dissertation (Open Access)"]},"updated_at":"2026-07-24T05:09:34Z"}