Abstract:

Blended learning combines the advantages of both teaching worlds through the combination of e-learning and face-to-face teaching. This offers enormous potential for teaching students according to their individual preferences. Independence of time and place, learning at an individual speed, immediate feedback on exercises are some of the advantages of online learning, which are complemented by intensive personal contact in the classroom, as well as the higher commitment through direct communication. However, the current students of Generation Z have new demands on learning during their studies.
The individual generations differ not only in the use of modern technologies such as smartphones, tablets or social networks, which is a matter of course for Generation Z. The students also vary in the area of learning. There are also differences in the area of learning. The pursuit of higher education not only serves as a career factor, but should also create recognition, but without neglecting private life. In contrast to Generation Y, Z-ers tend to want regulated working hours and clear structures in their "job". In terms of collaboration, a large number hope for a job in a company with flat hierarchies - this understanding of hierarchy as well as the other requirements are also reflected in teaching.
Project-based blended learning promotes the individual strengths and weaknesses of students and ensures that higher learning successes are achieved. It needs to be clarified how a blended learning concept with project-based learning for Generation Z can be aligned in such a way that students can work on the project in a professional and interdisciplinary way and achieve a high added value.
This study uses perceptual variables (intrinsic motivation, interest, fun, skills growth) to investigate how project-based blended learning for project management can fulfil these requirements and identifies best practices. These recommendations for action are derived from the results of an Industry 4.0 project carried out by Systems Engineering students during an entire semester. The research results are based on a target group-specific survey that provides information on the learning objectives achieved. In addition, it is determined how technical and interdisciplinary topics can be covered so that Generation Z students are willing to make more of an effort in the lecture in order to learn something new.
A key success factor lies in the definition of a suitable project. The relevant framework conditions are discussed in detail in the best practice collection and placed in the context of the requirements of Gen Z. Specific team-building measures are an essential part of starting the lecture. An open feedback culture in a protected environment promotes the willingness to talk about challenges and solve them together as a team. Generation Z expects a significantly higher level of contact with the lecturer (at eye level) in order to address questions and problems both professionally and interdisciplinarily. The lecturer changes his role and often acts more as a coach.
In summary, it can be said that the project-based blended learning approach is associated with great learning success, as it successfully appeals to Generation Z. New teaching concepts with real projects, smaller learning groups and personal contact with students and lecturers are therefore in demand.

Keywords:

Project based learning, gen z, project management, blended learning, industry 4.0, systems engineering.