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The focus is on faculty facilitating instruction and students becoming active and interactive learners.22

Excellent TeachingFrom our exploration of generational issues, an important question evolved: Can students distinguish characterizations of excellent teachers independent of generation, learning style, course modality, and technological sophistication? Data collected at UCF, with more than half a million student responses, suggest an answer.23 We have identified six characteristics that students attribute to the best faculty—characteristics that are independent of age, gender, and academic achievement. Interestingly, these characteristics correspond to the seven principles of good practice in undergraduate education24 and to the national study of student engagement.25 Although students' behaviors, attitudes, and expectations are generally shaped by their generation, what constitutes good teaching appears to be universal across these generations. Students believe that excellent instructors: Facilitate student learning Communicate ideas and information effectively Demonstrate genuine interest in student learning Organize their courses effectively Show respect and concern for their students Assess student progress fairly and effectivelyThis seemingly paradoxical way in which students determine teaching excellence through the lens of their instructors clarifies how universities must accommodate students' needs, realizing that these needs are universal, yet greatly mediated by the Net Generation.

If today's students do not represent the constituency that our higher educational system is designed to teach as asserted by Prensky,28 how do we remedy that situation? Possibly, by studying how students interacted (politically, economically, culturally, socially, and technologically) with institutions' instructional climate in the past. By monitoring technology developments and their impact on the student population, we will be better able to anticipate the needs of the class of 2025. This approach will thrust institutions into a forward-thinking posture rather than a reactionary one in response to incoming student cohorts.

The options were: 100 percent lecturing 75 percent lecturing and 25 percent interactive 50 percent lecturing and 50 percent interactive 100 percent interactive

Thus, student views regarding faculty use of PowerPoint help illustrate the Net Generation's desire for the use of technology to support learning, as long as faculty members have the technological—and pedagogical—knowledge and skill necessary to use it appropriately.

about 75 percent of online students were already on the campus or lived nearby

hybrid university

Blended classes generate the highest student evaluations of any learning mode at Central Florida

Mr. Harrison, the accounting major, takes a business class with more than 1,000 students. The lectures are given live, he says, in a room that fits 68.

There's a lot of distractions that come with putting courses on the Internet.

e-mail students, call them, tweet them, Facebook them, chat with them

Beyond course announcements, Ms. Hatten's interactions with the professor have been limited to one e-mail exchange.

If you want to encounter distance education, a student once said, sit in the back of a 500-seat lecture.

Teaching and learning are inextricably linked in a shared process.

close UCF, for surely it is not serious about university level education

streaming recorded content, which is not online learning

a good education is not a product but an experience

the current culture views us as providing a product not an experience

Online education will eventually denigrate into the 500-seat classroom, minus the classroom.

he convenience of online classes can be a slacker's paradise. Schedule the right mix, and you might not have to face a live professor before 1:30 in the afternoon. Which means you can stay out until 4 in the morning and still sleep nearly eight hours. Not only that: Some students talk about online classes being so easy a caveman could pass them. In a test, there's no one telling you that you can't look at the book, says Ariel Hatten, 20, a junior and nursing major who considers her online class an easy A.

"No one enforces you to do the right thing" in an online course, Ms. Hatten says. "It's at your discretion. I care about my grade, so if I don't know the answer, I'm not gonna let myself fail when I have an opportunity to look in the book."

. For her finance class, there's a quiz on Chapter 4. Basic stuff—10 questions, open book. And there's also a discussion question to answer: "What is working capital, and where is it listed on the balance sheet?" "That's more or less your participation for the class," she says.

Mr. Choi, who teaches tourism management, worries some students may view the reduced class schedule as time off.

I still have a phobia and a concern," he says. "Maybe I should still talk about a few basic things to some of the students who probably enjoyed the football yesterday and didn't do anything for the class."

Mr. Harrison catches some lectures and skips others. He likes the freedom of these video classes. Learning online can also be a challenge. "You can walk through the library, and literally, you'll see students who are watching a lecture but also have Facebook open right behind it," he says. "And, it's sort of like, 'How much time are you spending on each frame? Are you actively taking notes, or are you just chatting with your friends?'

Once the shaggy-haired fraternity rusher learned to manipulate the system, though, he ended up handling so much of his course work online that his actual butt-at-a-desk class time has shrunk to about six hours a week.