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Teaching Millennials to Engage THE Environment instead of THEIR Environment: A Pedagogical Analysis
Unformatted Document Text:  – “I found it to be a great way to help understand more things that are going on in the world, and it was a nice method to use the Internet to get our say out in the open.” Based on such responses, the effect of the RID strategies on student enjoyment, the qualitative results were overwhelmingly positive. From the 120 students, 106 students reported enjoying the experience, 12 reported disliking or “not getting” the experience, and two students did not express a positive or negative response. Even those who initially had concerns, the response were typically positive: – “It was a little confusing at first, and I was very nervous at first knowing that the other students in the class could read my work.” – “[I]t was a challenge because I don't like having my work ‘out there’ for anyone to see – but if I want to be a journalist, I'm going to have to get used to that. It was good for me to be able to practice writing for the web, knowing anyone could potentially read it.” In each of the 106 positive responses, students expressed gratitude for feedback, some citing the interaction with classmates as the most valuable, some citing the interaction with the instructor as most valuable: – “I really liked being able to submit my work online and to have it where it could be seen by anyone interested. I also liked getting your feedback on my articles.” 15

Authors: Stevens, Rick. and Crow, Deserai.
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– “I found it to be a great way to help understand more things that are 
going on in the world, and it was a nice method to use the Internet to get 
our say out in the open.”
Based on such responses, the effect of the RID strategies on student enjoyment, the 
qualitative results were overwhelmingly positive. From the 120 students, 106 students 
reported enjoying the experience, 12 reported disliking or “not getting” the experience, 
and two students did not express a positive or negative response. Even those who initially 
had concerns, the response were typically positive:
– “It was a little confusing at first, and I was very nervous at first knowing 
that the other students in the class could read my work.”
– “[I]t was a challenge because I don't like having my work ‘out there’ for 
anyone to see – but if I want to be a journalist, I'm going to have to get used to 
that. It was good for me to be able to practice writing for the web, knowing 
anyone could potentially read it.”
In each of the 106 positive responses, students expressed gratitude for feedback, some 
citing the interaction with classmates as the most valuable, some citing the interaction 
with the instructor as most valuable:
– “I really liked being able to submit my work online and to have it where 
it could be seen by anyone interested. I also liked getting your feedback on 
my articles.”

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