Content-Generating Learners' Access to Accurate and Up-to-Date Information

Introduction

The change of learning environments and having a technological infrastructure can be seen as a development that changes the responsibilities and qualification limits of learners and instructor participating in these environments (Lambert, Philip ve Nakamura, 2017). The inclusion of technology in learning processes can be seen as an element that will increase the efficiency of learning environments. This view was expressed by Lee et al. (2008); “The use of technology in learning environments motivates learners and causes them to enter learning processes more actively. In this case, it can be said that it is possible to reach the targeted goals in learning environments. Contemporary learning environments are a learning environment that is intertwined with technology, where learners are actively involved in learning processes and can also share their own experiences. ” is in line with the expression. Another view expressed in this direction was the expression “Technological inventions have enabled learners to be more active and creative in their learning environments”, as stated by Dale and Povey (2009).

Thanks to the developing information and communication technologies (ICT), the lifelong learning need needed in learning environments can be provided (Fischer & Konomi, 2005). It is seen that, with the technological developments, the communication and interaction of individuals with each other has increased. In this way, it can be said that it is easier to access information and to generate information (Kılınç, 2016). By using digital learning environments supported by technology and providing lifelong learning, it has become possible for learners to generate content. At this point, the expression “Using technology is the most important factor that enables learners to generate content” stated by Narayan (2011) shows that technology is an important factor for learners to generate content. From this point of view, it can be said that, thanks to the modern learning environments with technological infrastructure, the concept of content generating learner contributes to the formation of the learner with the learning content. Content generating learners are also defined as learners who create learning content to meet their learning needs individually or by a group of collaborators (Luckin et al., 2005; Luckin, 2006; Sener, 2007).

Digital learning environments can be defined by individuals who communicate and interact with each other or individually as environments that enable the generation of content to achieve learning objectives, while its main feature is shown as enabling individuals to generate content themselves (Luckin et al., 2007). Sener (2007) stated in his study that digital learning environments are a suitable tool that can be used in learning processes. As a reason for this view, “Many online learners aim to be able to produce and consume their generation in non-monetary environments,” which Alvin Toffler mentioned in his book “Third Wave” showed his opinion. In this context, digital learning environments can be seen as an element that will improve the academic success of learners. These environments, which enable learners to generate content, can be considered as an important point in the sense that what is learned is permanent.

Learners, who are always available online in the internet environment, become producers rather than passive consumers and help create a more active learning process (Belanche, Casaló, Orús ve Pérez-Rueda, 2020; Klamma et al., 2007). Another conclusion made in the study under The Pew Internet and American Life Project (Lenhart and Madden, 2005) is that approximately 50% (12 million) of Americans in America do not only participate in online learning activities, but also blog their own learning content, It has been created through personal Web addresses and other means. In this context, it can be said that learners can turn their thoughts into products with easy-to-use Web tools. As a result of the content generating learners being constantly active in the internet environment, it is seen that the relationship of the learners with information changes (Lambert ve Zhang, 2019). Content generating learners became active participants in learning activities and took part in the creation of learning content thanks to Web 2.0 (O’Reilly, 2005). Content generating learners have become in a position to create individual learning environments as active content creators who design learning materials with the support of technology.