Lisa Esti Puji Hartanti, *Frida Kusumastuti and Melisa Arisanty

Abstract: Since the COVID-19 pandemic, online learning has become a critical alternative method in education. This way of learning can reach a larger community, unrestricted by time and space. However, students and lecturers have their own experiences and preferences for online learning. In this regard, this research aims to explore the experiences and preferences of students of the Z generation and lecturers of the Y, X, and Baby Boomer generations for online learning using Tapscott’s theory of internet generation norms. Eight norms were examined, namely freedom, customisation, scrutiny, integrity, collaboration, entertainment, speed, and innovation. The research was conducted quantitatively by distributing online questionnaires to 404 students in the field of Communication Science at two private campuses in Indonesia’s Jakarta and Malang city, using purposive sampling. The results show that the average gap between the preferences and learning experiences of Gen Z students and Baby Boomer lecturers was –0.35, Gen X lecturers, 0.03 and Gen Y lecturers, –0.07. A negative value indicates that the experience is lower than expectations or preferences, and a positive value implies that the online learning experience is in accordance with student preferences. Based on these findings, lecturers from all three generations need to improve and maintain the norms of customisation and entertainment, such as providing assignments according to students’ interests, and presenting relaxed online learning, as well as allowing students freedom of expression, and creating a fun online learning atmosphere.

Keywords: Gap generation, online learning, internet generation norm, experience, preference