ABSTRACT
Educators and instructional designers have attempted to understand how students who have grown up with regular access to the Internet function as learners and to consider the impact and the implications of this unprecedented access to information and to each other. This chapter examines the claim that students – the millennials – are markedly different to previous generations of learners and whether the assertion can be empirically sustained. It presents a review of the research conducted on the issue of generational learning. The chapter examines the potential implications for military and educational institutions with respect to the teaching and learning practices used to meet the needs of the millennials. It addresses the major question whether generational difference is a variable important enough to be considered during the design of instruction or the use of different educational technologies.
