University of the Aegean (GREECE)
About this paper:
Appears in: INTED2014 Proceedings
Publication year: 2014
Pages: 5686-5694
ISBN: 978-84-616-8412-0
ISSN: 2340-1079
Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain
The development of creative potential both in individual and collective level constitutes an essential aim in contemporary educational systems. In recent decades, several studies about creative thinking are focused on its development through teamwork activities, using creativity techniques. Collaborative learning as an instructional method provides suitable conditions for the implementation of such activities in education. Social interaction and communication are the common ground of collaborative learning and the development of creativity. Moreover, both creative thinking and collaborative learning are facilitated and supported through the use of appropriate Information and Communication Technology (ICT). In addition, the need to study the possibility of applying creativity techniques in the framework of Computer Supported Collaborative Learning (CSCL) has arisen. The research may relate with existing or new creativity techniques, specially designed for the case of CSCL. The research could examine whether the application of creativity techniques affect the process and the outcome of CSCL. This paper presents a study of two groups of university students, who are planning branching stories implementing a CSCL scenario. Group A(GA) is provided with creativity techniques in contrast to group B (GB). Both teams worked exclusively through an electronic environment. The groups are compared in terms of their interaction throughout the process of collaboration as well as on the base of their final product. Drawing a comparison between two groups, regarding creativity, it is observed a difference in the fluency of ideas in the second half of the development process of stories. More specifically GA using creativity techniques exceeds in the number of generated ideas the GB. Additionally, GA had better and more extensive elaboration of their ideas, throughout the development of the story. Finally, there was a greater flexibility in the first stage of the story development process by GA. The research findings support the hypothesis that creativity techniques are not only feasible in CSCL environments but in addition they can foster creativity’s dimensions such as fluency, elaboration and flexibility. The research contributes in the investigation of the relationship of creativity and CSCL as well as in the design of creative learning activities and scenarios. Future directions of the research could concern the invention and validation of new creativity development techniques especially for CSCL environments.
Creativity, Collaborative Learning, CSCL.