Generation-Z Student Video-Based Learning Pedagogy Preference and Teaching Challenges

Abstract

Teaching and learning activities are brutally damaged in a pandemic situation, but this tough time has brought with lots plethora of inception opportunities. Currently, almost every academic organization adopted a new way of learning and teaching gateway; incorporated technologies rapidly changing worldwide and teaching fraternity challenges to willingly embrace the change. However, generation-Z students are behaviorally enthusiastic to gain, share, and verify knowledge through different sources likewise social media community, blogging, web-based content writing and video-­ based learning, etc.; among these video-based learning is more prevalent. The generations are categorized by the period of people born they are collectively different from one period born people to another period born people, somehow similar period born human being has identical psychology behavior, sociocultural influences and group dynamics [1] as the evidence of Generation-Z people born in and after 1995-2010 [2]. Today's generations are exceptionally dominated by social media, the internet, smartphone or mobile Apps based connectivity, generation Z is very frequent to seek and share information from the internet and receive suggestions also on online community [3-5]. Existing literature could group video-based learning as video viewing, video modelling, video coaching, and video making. The new learning ecosystem requirement teacher's role evaluated and further defined as a digital teaching mentor, leaner, leader, content designer, digital facilitator, learning community collaborator, content analyst and researcher. The proposed book chapter aims to identify the generation-Z student behavioural preference factors of video-based learning (VBL) engagement and how teaching fraternity roles changed. The research work is represented in the Indian context of Generation-Z students.