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ERIC Number: EJ1295167
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: N/A
Available Date: N/A
The Impact of Content Co-Creation on Academic Achievement
Doyle, Elaine; Buckley, Patrick; McCarthy, Brendan
Assessment & Evaluation in Higher Education, v46 n3 p494-507 2021
The literature acknowledges that deeper comprehension of content can be realised when students actively create their own learning materials. However, studies measuring the impact of students co-creating content on their academic performance are limited. Furthermore, there is a significant lacuna in our knowledge about the impact of learning styles on the efficacy of content co-creation. Situated within a constructivist learning paradigm, this study examines the impact on academic performance of students creating course content in two distinctly different ways. The first involves students using an e-learning platform to develop multiple choice questions based on course content. The second involves students using a range of audio-visual tools to create streaming videos that explain module content to their peers. The study uses an experimental design to measure quantitatively the effectiveness of both co-creation assignments, making a significant contribution to our knowledge of the efficacy of content co-creation. We find that both co-creation assignments had a statistically significant impact on academic performance. We also examine whether students' learning styles have an impact on the effectiveness of content co-creation finding that reflective (versus active) learners and sequential (versus global) learners gain more from co-creation.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A