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The Role of Learners as Co-creators of Knowledge in Community-led Open Education
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Abstract
The increased uptake of open education has transformed traditional models of learning by encouraging collaborative knowledge creation and learner-generated content. This study investigated the role of learners as co-creators of knowledge in community-led open education, focusing on Technical and Vocational Education and Training institutions in Kenya that implement open education practices. The study examined learner contributions to Open Educational Resources, the effect of learner-generated content on knowledge retention, and barriers faced by learners in co-creating knowledge within learning communities. A mixed-methods research design was adopted, combining quantitative surveys with qualitative interviews and focus group discussions to collect data from students, educators, and institutional administrators. The stratified random sampling used in data collection involved selecting a sample size of 150 participants comprising 100 students, 30 educators, and 20 administrators. Quantitative data from the survey instrument were analyzed using descriptive and inferential statistics, while qualitative responses were analyzed thematically. Findings indicated that, whereas over 70% of the students expressed willingness to contribute to Open Educational Resources, only about 40% actively participated due to gaps in digital literacy, institutional support, and incentives. Students who participated in knowledge co-creation tended to demonstrate higher retention of knowledge, supported by constructivist learning theories. However, institutional resistance to learner-generated content and concerns over academic accuracy remained significant barriers. The study recommended policy reforms towards integrating learner-generated content into the formal curricula, digital skill training for students, faculty and departmental development programs, and incentive mechanisms like digital badges and certifications to motivate participation. Addressing these challenges can widen the scope for knowledge democratization, lifelong learning, and sustainable educational ecosystem.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 0316
Country
Kenya
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)