Woodthorpe, John; Shaw, Jill; Hauck, Mirjam and Beaven, Tita
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Motivating students to contribute to learning communities is not a new problem, nor is it restricted to online learning. However it becomes especially obvious in large online courses where student collaboration is one of the intended learning outcomes.
This paper describes two models for driving student engagement in producing user-generated and user-reviewed content. It discusses the motivation for participation and gives results from two subject areas. The behaviour of students of second and third level language courses is compared to that of first level technology students when their participation is simply encouraged and when it is required for assessment.
A model for driving user-engagement is proposed and related to previous experience in online learning.
|Item Type:||Conference Item|
|Copyright Holders:||International Institute of Informatics and Systemics|
|Project Funding Details:||
|Keywords:||Pedagogy; Online learning; User-generated content; Student learning communities; web-based resources;|
|Academic Unit/Department:||Faculty of Science, Technology, Engineering and Mathematics (STEM) > Computing and Communications
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
Language & Literacies
|Depositing User:||John Woodthorpe|
|Date Deposited:||30 Jul 2009 11:20|
|Last Modified:||05 Aug 2016 16:35|
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