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Disconnect between parents’ values for saving and actual savings behavior: Impact on children’s education and financial decision-making

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  • Diane Masuo

    (University of Hawai’i at Manoa, Honolulu, HI)

  • Michael Cheang

    (University of Hawai’i at Manoa, Honolulu, HI)

Abstract

As educational technologies continue to expand, American higher education has witnessed radical transformation to provide students a more integrated and multi-dimensional educational experience. This convergence of technology and student expectations of Generation Z has led to redefined learning and teaching models. While hitting the sweet spot of technology and learning expectations may need more data and research, the balance can be optimized in blended learning classrooms. The exploratory paper will present a case study that incorporates active learning classroom teaching and technology and explore the advantages and challenges they present to both students and faculty. Results from the case study indicate that the grade point average increased, and students were satisfied with the blended learning experience although challenges persisted for both students and faculty. A practical framework to reimagine the role of technology in higher education to create a student-centered ecosystem that empowers learning experiences are presented along with recommendations on how faculty and institutions could be embracing technology to enhance student outcomes.

Suggested Citation

  • Diane Masuo & Michael Cheang, 2017. "Disconnect between parents’ values for saving and actual savings behavior: Impact on children’s education and financial decision-making," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 3(6), pages 332-339.
    • Handle: RePEc:apb:jahsss:2017:p:332-339
    DOI: 10.20474/jahss-3.6.5
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