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

The 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. •The students are encouraged to be ‘instructors’, producing videos for their classmates.•The active role of the student as instructor helps to understand the concepts of management.•The students enjoy this kind of activity, which promotes their engagement.•The student consider that digital content can be more effective than traditional resources.•The findings show different results depending on the student's role: instructor or learner.