ERIC Number: EJ1140265
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Student-Generated Content: An Approach to Harnessing the Power of Diversity in Higher Education
Snowball, J. D.; McKenna, S.
Teaching in Higher Education, v22 n5 p604-618 2017
Internationally, classes in higher education institutions are becoming larger and more diverse. Support for "non-traditional" students has often taken the form of additional remedial classes offered outside the main curriculum, which has met with limited success. Sociocultural theories of learning argue that the potential clash between the sociocultural context of disciplinary knowledge and the very different home contexts of many non-traditional students needs to be acknowledged. One way to achieve this is to use student-generated content, which allows teachers to bring student experiences and voices into the community of practice and acknowledges the importance of their prior experiences in knowledge production. Building on such sociocultural approaches to teaching and learning, this paper focuses on the use of student-generated podcasts as a means to harness the diversity of student experiences in a large (nearly 600 students) first-year Economics class at a South African University.
Descriptors: Foreign Countries, College Freshmen, Large Group Instruction, Economics Education, Student Developed Materials, Handheld Devices, Audio Equipment, Information Dissemination, Nontraditional Students, Communities of Practice, Prior Learning, Student Experience, Sociocultural Patterns, Learning Theories, Rural Schools, Introductory Courses, Student Attitudes, Likert Scales, Video Equipment
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A