The impact of content co-creation on academic achievement
Bibliographic Data
| ID | 19378483 |
|---|---|
| Authors | Elaine Doyle (0000-0001-7070-1185, University of Limerick, corresponding author), Patrick Buckley (University of Limerick), Patrick G Buckley (0000-0001-7840-197X, University of Limerick), Brendan McCarthy (0000-0001-9176-0491, University of Limerick) |
| Year | 2021 |
| Volume | 46 |
| Issue | 3 |
| Pages | 494-507 |
| Publication date | 2021-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2020.1782832 |
| OpenAlex | W3038617647 |
| Language | EN |
| Citations received | 8 |
| References cited | 31 |
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
Academic achievement · Co-Creation · Comprehension · Content creation · Instructional design · Knowledge management · Mathematics education · Multimedia · Pedagogy · Computer Science · Higher Education Practises and Engagement · Online and Blended Learning · Psychology · Reflective Practices in Education
Social innovation in health training to engage researchers in resource-limited settings
Harnessing student expertise
Student- versus teacher-generated explanations for answers to online multiple-choice questions
Problem-Based Teaching
Teachers’, Researchers’, and Educators’ Partnerships
An online student testlet-generation system
Academic ability generates better quality feedback
Sustainable and inclusive; transforming residential undergraduate fieldtrips in an age of the climate crisis
Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation
Addressing potential challenges in co-creating learning and teaching
The impact of co-creation
Spotlight on authentic learning
Diversifying assessment through multimedia creation in a non‐technical module
Using assessment to support higher level learning
Staff student partnership in assessment
Enhancing the learning effectiveness of ill-structured problem solving with online co-creation
| Citations per year | 1.6 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |