Abstract:

The COVID-19 pandemic has led to an unprecedented expansion of mixed and online learning, and has prompted a burgeoning of related research (Aretio, 2021; Zhang et al., 2022). Alongside the discussion about the strengths and weaknesses of these types of teaching, questions arise about how to maintain some of the advantages of face-to-face teaching, and how to encourage student participation and engage learners.

Boelens, De Wever and Voet, 2017 propose providing more responsibility to students, encouraging their active participation or developing a problem-based approach. One possibility focuses on the use of Learner-Generated Digital Media (LGDM) to foster active learning (Campbell, Heller & Pulse, 2020), but it is still little exploited, especially in non-face-to-face university teaching (Hakkarainen, 2009; Engin, 2014).

The present research contributes different findings in this area, encouraging students to record videos to support their peers' learning. Students prepare digital materials (videos) explaining problems and examples from the subject. This generates a battery of content and solved problems useful for the learning community, promotes the constitution of the learning community and reverses the usual loneliness of the student in this type of environment. In addition, students must master the content of the subject in order to be able to explain it, which is an advantage in order to be able to pass it.

For this purpose, the experiment was carried out during two academic years in the teaching of Economics and Business at one of the largest blended universities in Europe. The initial results indicate higher levels of involvement and valuation of the experience in the producers of content than in the mere consumers of the same, but the student's surrounding and situational conditions (such as their availability and professional dedication) in this type of education, whose profile is usually different from traditional teaching, may differentiate their interest and valuation of these activities, which are more creative and perhaps more demanding.

References:
[1] Aretio, L. G. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 9-32.
[2] Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. In Educational Research Review (Vol. 22, pp. 1–18). Elsevier Ltd. https://doi.org/10.1016/j.edurev.2017.06.001
[3] Campbell, L. O., Heller, S., & Pulse, L. (2020). Student-created video: An active learning approach in online environments. Interactive Learning Environments, 1-10.
[4] Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12–26. https://doi.org/10.14434/josotlv14i5.12829
[5] Hakkarainen, K. (2009). A knowledge-practice perspective on technology-mediated learning. International Journal of Computer-Supported Collaborative Learning, 4(2), 213–231. https://doi.org/10.1007/s11412-009-9064-x
[6] Zhang, L., Carter Jr, R. A., Qian, X., Yang, S., Rujimora, J., & Wen, S. (2022). Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19. British Journal of Educational Technology

Keywords:

Hybrid universities, blended learning, digital content, high education, video resources.