Abstract

Since the late 1990s, learning environment culture has changed. Recent studies indicate that hierarchical, formal teacher-centered classroom structure is not fully compatible with current generation’s learning preferences affected by a rapid rise of accessible digital technologies and online content. Two major themes emerge from this review of published literature. An arrival of new opportunities and factors associated with widespread accessibility of wireless mobile technology and changes in pedagogical methods impacted by technology and generational learning preferences have created new needs, opportunities and activities that demonstrate a need to design effective, flexible student-centered learning environments that converge with emerging technologies, encourage interaction and collaboration, and support student learning and learning performance.