The student as a prosumer of educational audio–visual resources: a higher education hybrid learning experience
Full Article Figures & data References Citations Metrics Reprints & Permissions Read this article ABSTRACT The rise of the student as prosumer (producer–consumer) of educational content is a novel development that has hitherto been the subject of very little research, especially in relation...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad Nacional de Educación a Distancia |
| Repositorio: | e-spacio. Repositorio Institucional de la UNED |
| Idioma: | inglés |
| OAI Identifier: | oai:e-spacio.uned.es:20.500.14468/11913 |
| Acceso en línea: | https://hdl.handle.net/20.500.14468/11913 |
| Access Level: | acceso abierto |
| Palabra clave: | prosumer blended learning digital content high education video resources |
| Sumario: | Full Article Figures & data References Citations Metrics Reprints & Permissions Read this article ABSTRACT The rise of the student as prosumer (producer–consumer) of educational content is a novel development that has hitherto been the subject of very little research, especially in relation to the generation of digital contents and materials for online and hybrid education in particular. This article analyses whether there are patterns of behaviour and different perceptions associated with different groups of students in their role as producers and/or users in the field of active learning in hybrid university education systems. To this end, the research has been conducted with a group of engineering students at one of the largest blended learning universities in Europe. The results indicate higher levels of involvement in, and appreciation of, the experience in content producers compared with mere content consumers, but the students’ environment and personal attitudes (such as their availability and degree of professional dedication) in relation to this type of education, the profile of which is often quite distinct from that of traditional learning, may differentiate their interest and appreciation of these activities, which are more creative and probably more demanding. |
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