Whilst a “content push” model is often the norm, opportunities for participation by the learner are often reduced to multiple choice questions or a small range of community tools which fail to recognise the changing and challenging culture of learning in the 21st century. Whilst the amount of information available to individuals continues to increase dramatically, the skills needed to access and process this information are quickly outdated. Skills such as the ability to use new technologies and shape social communication and interaction using a range of multimedia tools will define success in the future.

This research argues that, in the context of online communities, user-generated content has an important part to play in defining new pedagogical approaches to learning. Where the social constructs of community build confidence and self-esteem, individuals are able to take charge of their own learning and develop a sense of ownership through “community pull”. The learning process is supported by the development of critical and independent thinking skills.

The most effective learning occurs where the learners’ interests are aroused and their pathway meets their needs. Learners benefit from community membership, where they are involved in dialogue, exchange and collaboration. Within a learning community, the learners gain more self-confidence and control. The community provides them with the sense of a learning space with its shared experience of goals, cooperation and support.

That sense of community serves to define a range of user-led and peer-generated content with common characteristics.

This article is originally published in the conference book of the m-ICTE 2005: “Recent Research Developments in Learning Technologies” (2005) Editors: A. Méndez-Vilas, B. González-Pereira, J. Mesa González, J.A. Mesa González.
ISBN Vol. II (pp. 448-893): 609-5996-1.