Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/151129
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dc.contributor.authorPee, Loo Geoken_US
dc.date.accessioned2021-06-24T10:13:14Z-
dc.date.available2021-06-24T10:13:14Z-
dc.date.issued2019-
dc.identifier.citationPee, 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/10.1080/03075079.2019.1609924en_US
dc.identifier.issn0307-5079en_US
dc.identifier.other0000-0003-3042-9011-
dc.identifier.urihttps://hdl.handle.net/10356/151129-
dc.description.abstractIll-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.en_US
dc.description.sponsorshipMinistry of Education (MOE)en_US
dc.language.isoenen_US
dc.relationMOE2016-2-TR14en_US
dc.relation.ispartofStudies in Higher Educationen_US
dc.rights© 2019 Society for Research into Higher Education. All rights reserved.en_US
dc.subjectSocial sciences::Communicationen_US
dc.titleEnhancing the learning effectiveness of ill-structured problem solving with online co-creationen_US
dc.typeJournal Articleen
dc.contributor.schoolWee Kim Wee School of Communication and Informationen_US
dc.identifier.doi10.1080/03075079.2019.1609924-
dc.identifier.scopus2-s2.0-85065041846-
dc.identifier.issue11en_US
dc.identifier.volume45en_US
dc.identifier.spage2341en_US
dc.identifier.epage2355en_US
dc.subject.keywordsCo-creationen_US
dc.subject.keywordsLearning Effectivenessen_US
dc.description.acknowledgementThis work was supported by the Tertiary Education Research Fund by Ministry of Education, Singapore [MOE2016-2-TR14].en_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
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