Motivating students to contribute to learning communities is not
a new problem, nor is it restricted to online learning. However it
becomes especially obvious in large online courses where
student collaboration is one of the intended learning outcomes.
This paper describes two models for driving student
engagement in producing user-generated and user-reviewed
content. It discusses the motivation for participation and gives
results from two subject areas. The behaviour of students of
second and third level language courses is compared to that of
first level technology students when their participation is simply
encouraged and when it is required for assessment.
A model for driving user-engagement is proposed and related to
previous experience in online learning.