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Driving students’ engagement and satisfaction in blended and online learning universities: Use of learner-generated media in business management subjects

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dc.contributor.authorNavío Marco, Julio
dc.contributor.authorMendieta Aragón, Adrián
dc.contributor.authorFernández de Tejada Muñoz, Victoria
dc.contributor.authorBautista-Cerro Ruiz, María Josefa
dc.date.accessioned2024-09-17T12:10:22Z
dc.date.available2024-09-17T12:10:22Z
dc.date.issued2024-07
dc.description.abstractThe use of student-generated digital content is still limited in business management subjects, especially in blended and online courses, and it is particularly under-researched. This investigation analyses the results of a teaching innovation project in a business management subject in a bachelor’s degree at one of the largest hybrid universities in Europe. In the project, students are encouraged to be ‘instructors’, producing videos where they teach their classmates. The results reveal that the active role adopted by the student as instructor, through the creation of digital content, could foster a significant improvement in the understanding of the concepts of management, increase in the capacity to retain information and improve learning planning, among other benefits. The students enjoy this kind of activity, which promotes their engagement, and consider that digital content can be more effective than traditional printed resources. The findings show different results depending on the student’s role (instructor or learner). This study is also an invitation to deepen the capabilities of blended learning in business management, particularly in the use of these strategies in higher education.en
dc.description.versionversión publicada
dc.identifier.citationNavío-Marco, J., Mendieta-Aragón, A., de Tejada Muñoz, V. F., & Ruiz, M. J. B. C. (2024). Driving students’ engagement and satisfaction in blended and online learning universities: Use of learner-generated media in business management subjects. The International Journal of Management Education, 22(2), 100963. https://doi.org/10.1016/j.ijme.2024.100963
dc.identifier.doihttps://doi.org/10.1016/j.ijme.2024.100963
dc.identifier.issn1472-8117
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23768
dc.journal.issue2
dc.journal.titleThe International Journal of Management Education
dc.journal.volume22
dc.language.isoen
dc.publisherElsevier
dc.relation.centerFacultad de Ciencias Económicas y Empresariales
dc.relation.departmentOrganización de Empresas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject53 Ciencias Económicas
dc.subject.keywordsManagement studiesen
dc.subject.keywordsBlended learningen
dc.subject.keywordsStudent-generated mediaen
dc.subject.keywordsHigher educationen
dc.subject.keywordsDigital contenten
dc.subject.keywordsHybrid learningen
dc.titleDriving students’ engagement and satisfaction in blended and online learning universities: Use of learner-generated media in business management subjectsen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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relation.isAuthorOfPublicationed719559-27dc-4062-82fd-ada454f60b39
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relation.isAuthorOfPublication3cd2cc49-3ad9-4854-b8a3-b0a8c57ce274
relation.isAuthorOfPublication.latestForDiscovery83ee7c49-5731-4c68-92b3-7e2abeb75dc7
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