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ENGL 1101 Assignment 2: Critical Comparison Essay| Latest Update with
complete solution- Thompson Rivers University
Assignment 2: Critical Comparison Essay
Bullen, M., Morgan, T., & Qayyum, A. (2011) Digital Learners in Higher Education:
Generation is Not the Issue
Margaryan, A., Littlejohn, A., & Vojt, G. (2011) Are Digital Natives a Myth or Reality?
University Students’ Use of Digital Technologies
Amber Hanaback
Open Learning, Thompson Rivers University
ENGL 1101: Introduction to University Writing
Maureen Smith
February 26th, 2024
, 2
Critical Comparison Essay
Bullen, M., Morgan, T., & Qayyum, A. (2011) Digital Learners in Higher Education:
Generation is Not the Issue
Margaryan, A., Littlejohn, A., & Vojt, G. (2011) Are Digital Natives a Myth or Reality?
University Students’ Use of Digital Technologies
This essay compares two articles written in 2011, Bullen et al.'s Digital learners in
higher education: Generation is not the issue and Margaryan et al.'s Are digital natives a myth or
reality? University students' use of digital technologies. Bullen et al. (2011) and Margaryan et al.
(2011) carry out research studies to challenge the claims that those who were born after 1980
grew up to be more tech-savvy and have developed new and radically different learning styles
than previous generations. In this essay, Bullen et al.’s and Margaryan et al.'s articles will be
compared under three categories: learning styles among students, factors in ICT use among
students, and learning institutions’ decision making. In comparing these two articles, one can
better understand the impacts these claims have on students, faculty, and learning institutions.
Net generation claims lead many to believe that younger generations of students are tech-
savvy and learn in radically different ways, despite these claims, these students may not be as
different as many believe. Bullen et al.’s (2011) and Margaryan et al.’s (2011) articles argue these
claims by examining empirical evidence gathered from students and faculty regarding their ICT
use. After conducting a study at a Western Canadian training institute, Bullen et al. (2011) reports
that "we did not find any evidence to support claims that digital literacy, connectedness, a need
for immediacy, and a preference for experiential learning were characteristics of a particular
generation of learners” (Conclusion section, para. 1). Their study found that students use of ICTs
were “instrumental and driven primarily by the needs of their programs” (Introduction section
ENGL 1101 Assignment 2: Critical Comparison Essay| Latest Update with
complete solution- Thompson Rivers University
Assignment 2: Critical Comparison Essay
Bullen, M., Morgan, T., & Qayyum, A. (2011) Digital Learners in Higher Education:
Generation is Not the Issue
Margaryan, A., Littlejohn, A., & Vojt, G. (2011) Are Digital Natives a Myth or Reality?
University Students’ Use of Digital Technologies
Amber Hanaback
Open Learning, Thompson Rivers University
ENGL 1101: Introduction to University Writing
Maureen Smith
February 26th, 2024
, 2
Critical Comparison Essay
Bullen, M., Morgan, T., & Qayyum, A. (2011) Digital Learners in Higher Education:
Generation is Not the Issue
Margaryan, A., Littlejohn, A., & Vojt, G. (2011) Are Digital Natives a Myth or Reality?
University Students’ Use of Digital Technologies
This essay compares two articles written in 2011, Bullen et al.'s Digital learners in
higher education: Generation is not the issue and Margaryan et al.'s Are digital natives a myth or
reality? University students' use of digital technologies. Bullen et al. (2011) and Margaryan et al.
(2011) carry out research studies to challenge the claims that those who were born after 1980
grew up to be more tech-savvy and have developed new and radically different learning styles
than previous generations. In this essay, Bullen et al.’s and Margaryan et al.'s articles will be
compared under three categories: learning styles among students, factors in ICT use among
students, and learning institutions’ decision making. In comparing these two articles, one can
better understand the impacts these claims have on students, faculty, and learning institutions.
Net generation claims lead many to believe that younger generations of students are tech-
savvy and learn in radically different ways, despite these claims, these students may not be as
different as many believe. Bullen et al.’s (2011) and Margaryan et al.’s (2011) articles argue these
claims by examining empirical evidence gathered from students and faculty regarding their ICT
use. After conducting a study at a Western Canadian training institute, Bullen et al. (2011) reports
that "we did not find any evidence to support claims that digital literacy, connectedness, a need
for immediacy, and a preference for experiential learning were characteristics of a particular
generation of learners” (Conclusion section, para. 1). Their study found that students use of ICTs
were “instrumental and driven primarily by the needs of their programs” (Introduction section
