Student‐generated content in college teaching: content quality, behavioural pattern and learning performance

Abstract

Abstract This study investigates the quality of course content, behavioural patterns of students and learning performance in teaching of student‐generated content ( SGC ). A total of 49 third‐year university students in educational technology participated in this study. By combining the methods of questionnaire, lag sequence analysis and interview, the study found that (1) SGC quality was acceptable, (2) SGC process has 14 significant behavioural sequences, and (3) students developed their knowledge and capability and were satisfied with SGC ‐based teaching approach. In addition, this study revealed problems and proposed suggestions for SGC ‐based course teaching. Finally, implications for course teaching in colleges, the limitations and future research plan were presented.