Abstract:

This study aims to bring forward characteristics and responsibilities of content generated learners, also known as new generation learners, should have in order to generate content that contains accurate and up-to-date information in distance learning processes. In line with this objective, the theory of 21st century skills and the theory of connectivism were determined as the theoretical foundations of this research. The principles of these theories were assessed within the context of content generated learners and research questions to be addressed to field experts were formulated. These research questions aimed at determining which characteristics and responsibilities content generated learners should have in regards to obtaining accurate and up-to-date information. At the end of the analyses, the characteristics and responsibilities that content generated learners should have in order to obtain accurate and up-to-date information were given as sub-themes. The results obtained within the scope of this study are significant in that they show what types of skills and responsibilities learners should have in distance learning processes, in which learning roles can be shared and in which learners can generate content they need themselves. In addition, based on the opinions of field experts and the relevant literature, it is thought that environments in which learners generate content will be much more widespread in the future. Based on this point, in order for learners to be able to generate compelling and reliable content in the future, it is thought that distance learning institutions should provide teaching in learning processes that will provide learners with the requirements and responsibilities that were obtained within the scope of this study.

Keywords:

Content generated learners, distance learning, digital learning environment, life-long learning, roles in the learning environment.