Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/151129
Title: Enhancing the learning effectiveness of ill-structured problem solving with online co-creation
Authors: Pee, Loo Geok
Keywords: Social sciences::Communication
Issue Date: 2019
Source: Pee, L. G. (2019). Enhancing the learning effectiveness of ill-structured problem solving with online co-creation. Studies in Higher Education, 45(11), 2341-2355. https://dx.doi.org/10.1080/03075079.2019.1609924
Project: MOE2016-2-TR14
Journal: Studies in Higher Education
Abstract: Ill-structured problem solving is widely believed to promote learning in higher education but its multiplicity (i.e. multiple solutions and evaluation criteria) is often seen as a challenge to manage. This study shows that the multiplicity can be managed as well as leveraged to enhance learning effectiveness through online co-creation. Three co-creation activities are identified and their effects on different aspects of learning effectiveness are assessed in a study involving 225 tertiary-level students. Results indicate that solution co-creation and solution sharing enhance cognitive learning (e.g. perceived knowledge about a subject topic), while decision co-creation enhances epistemic learning (e.g. perceived understanding of criteria of knowing). The findings demonstrate the value of online co-creation and they pave the way for more research on online co-creation in other collaborative pedagogical practices such as co-skilling.
URI: https://hdl.handle.net/10356/151129
ISSN: 0307-5079
DOI: 10.1080/03075079.2019.1609924
Rights: © 2019 Society for Research into Higher Education. All rights reserved.
Fulltext Permission: none
Fulltext Availability: No Fulltext
Appears in Collections:WKWSCI Journal Articles

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