Student‐generated content in college teaching: content quality, behavioural pattern and learning performance

Abstract

This study investigates the quality of course content, behavioural patterns of students and learning performance in teaching of student‐generated content (SGC). A total of 49 third‐year university students in educational technology participated in this study. By combining the methods of questionnaire, lag sequence analysis and interview, the study found that (1) SGC quality was acceptable, (2) SGC process has 14 significant behavioural sequences, and (3) students developed their knowledge and capability and were satisfied with SGC‐based teaching approach. In addition, this study revealed problems and proposed suggestions for SGC‐based course teaching. Finally, implications for course teaching in colleges, the limitations and future research plan were presented.

Integration of good practices of active methodologies with the reuse of student-generated content

“…Our methodology bears some similarity to that used by Yang et al (2016), but in their case SGC are carried out under the supervision of teachers, while in our case they are generated autonomously. In addition, the use of PR has a different approach since they use it during the elaboration of SGC to introduce possible improvements while in our case it is applied for the valuation of SGC.…”

“…The advantages of co-creation range from the design and planning of tasks by students taking higher-level courses to be conducted by students in lower-level courses (Bovill et al, 2016) to specific digital learning objects generally shared with the group, such as glossaries, blogs or wikis (Kalayci & Humiston, 2015;Yang, Guo, & Yu, 2016), concerns or questions (Aflalo, 2018;Yu & Wu, 2016) and videos (Chewar & Matthews, 2016;Orús et al, 2016). Co-creation requires developing higher order skills in Bloom's taxonomy (Anderson & Krathwohl, 2001) because it requires deeper metacognitive understanding.…”

“…of Web 2.0 technologies, digital content can be reused and created in forms such as wikis, blogs, reports, videos and images. We can define user-generated content broadly, but in this context, we mean specifically student-generated content (SGC) (Yang et al, 2016). ICTs have also modified the evaluation process, from unidirectional to multidirectional (self, peer and teacher).…”

Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study

“…Perhaps those students did not come to the lectures or visit the digital media resources. Communicating the task well is essential because it has been reported that students can become anxious about digital media assignments [57,58,90,91]. Explaining the assignment at the beginning of the semester using the LGDM Framework ( Figure 1) and providing early feedback on storyboards from the content and digital media perspectives seem to have a positive impact on students' engagement.…”

Empirical Research of Motivation on Knowledge Contribution Behavior: A Perspective on Chinese Original Users from Education Multimedia Platform

“…Technology is an essential and required element learning and teaching. UGC is a new mechanism to share content online and give opportunities to teachers and students to gain knowledge from more ways [9]. Which means students and teachers can share, collaborate and acquire resources in the process of learning and teachers can adopt the content to classroom.…”