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|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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