A mindtool-based collaborative learning approach to enhancing students' innovative performance in management courses

Wu, Chih-Hsiang; Hwang, Gwo‐Jen; Kuo, Fan-Ray; Huang, Iwen

doi:10.14742/ajet.163

Cited by 36 publications

(22 citation statements)

References 53 publications

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“…Another intervention study compared the effectiveness of innovative thinking ability training group and mobile support system and innovative thinking ability training combined group in enhancing innovation performance. The results implied the combined group had better performance in terms of innovative behaviors (Wu, Hwang, Kuo & Huang, 2013). Our findings provide theoretical support and empirical evidence for similar projects that involve simultaneous interventions based on individuals and the environment.…”

Section: Discussionsupporting

confidence: 66%

Convergent, Discriminant, and Incremental Validities of Person–Environment Fit Scale for Creativity in Predicting Innovative Behavior

Duan

2018

Journal of Creative Behavior

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This study examined the validity of a 14‐item two‐factor person–environment fit scale for creativity (PEFSC) to measure the personal and environmental components of creativity. A sample of 2,475 participants completed the PEFSC for evaluating the factor structure. For convergent, discriminant, and incremental validities, a subsample (N = 362) completed the creative self‐efficacy scale, support for innovation subscale of the team climate inventory, and innovative behavior measure. Results indicated the two‐factor correlated model showed a better goodness of fit than the one‐factor model. Measurement invariance of PEFSC was observed across different genders and educational groups. Internal consistency reliabilities were satisfactory (α ≥ .87). The personal dimension indicated stronger associations with creative self‐efficacy than with support for innovation, whereas the environmental dimension was related more closely to support for innovation than to creative self‐efficacy. Incremental validity was confirmed by significant and additional explanations from PEFSC in predicting innovative behavior. These results consolidated the application of person–environment fit theoretical framework in creativity research.

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Section: Discussionsupporting

confidence: 66%

Convergent, Discriminant, and Incremental Validities of Person–Environment Fit Scale for Creativity in Predicting Innovative Behavior

Duan

2018

Journal of Creative Behavior

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“…However, face-to-face CSCL activities are usually constrained by the singleuser mode characteristic of computer technologies (Scott, Shoemaker, & Inkpen, 2000;Wu, Hwang, Kuo, & Huang, 2013;Zurita & Nussbaum, 2004). In the past, the paradigm of most computer technologies such as Microsoft Word is based on *Corresponding author.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the computers in classrooms are usually arranged side by side (Zurita & Nussbaum, 2004). As a result, students will sit in such a way as to make it hard to collaborate because it is difficult to share their screens for the purpose of engaging in discussion (Wang, 2010;Wu et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Acceptance of cloud services in face-to-face computer-supported collaborative learning: a comparison between single-user mode and multi-user mode

Wang

Huang

2015

Innovations in Education and Teaching International

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2015): Acceptance of cloud services in face-to-face computer-supported collaborative learning: a comparison between singleuser mode and multi-user mode, Innovations in Education and Teaching International, Face-to-face computer-supported collaborative learning (CSCL) was used extensively to facilitate learning in classrooms. Cloud services not only allow a single user to edit a document, but they also enable multiple users to simultaneously edit a shared document. However, few researchers have compared student acceptance of such services in face-to-face CSCL between the single-user mode and the multi-user mode so as to explore which one is accepted by students more readily. Our findings indicate that students prefer to use the multi-user mode and further reveal that when the multi-user mode is used in face-to-face CSCL, (1) social influence plays a vital role related to students' intention to use; (2) training and problem-solving assistance are helpful to familiarise students; (3) strategies for students engaging in the multi-user mode should be considered, otherwise each student has the authority to edit the shared file, which leads to it being difficult to reach a consensus.

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“…Their experimental results showed a significant increase in learning achievements as well as a high level of acceptance in terms of ease of use. Wu et al (2013) presented a mind-map-based learning tool for supporting creative learning activities, and showed the effectiveness of their approach through a study conducted on a university management course. Hwang et al 2011proposed a concept map-oriented Mindtool for collaborative ubiquitous learning.…”

Section: Literature Reviewmentioning

confidence: 99%

A generalised framework to support field and in-class collaborative learning

Ahmad

Pinkwart

2014

IJMLO

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Mobile technologies have proven their value in field learning. Meanwhile, classroom technologies such as multi-touch interactive tables are gaining attention as well. With shareable interfaces and larger displays, multitouch tables enable multiple students to interact and collaborate more flexibly. Thus, today's technology provides different means to facilitate learning both indoor and outdoor, in the form of specialised devices; yet an integrative view is missing in the literature so far. The goal of this paper is to propose a generic framework, capable of connecting different kinds of devices, such that the most suited device can be employed for each specific learning activity. Based on this framework, a pilot system has been developed that allows students to collect data through tablets on a field trip and share it with other peers via Bluetooth. Learners could also take part in a quiz, sent by the teacher to their mobile devices, and send their results back to the teacher through Bluetooth.

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A mindtool-based collaborative learning approach to enhancing students' innovative performance in management courses

Cited by 36 publications

References 53 publications

Convergent, Discriminant, and Incremental Validities of Person–Environment Fit Scale for Creativity in Predicting Innovative Behavior

Convergent, Discriminant, and Incremental Validities of Person–Environment Fit Scale for Creativity in Predicting Innovative Behavior

Acceptance of cloud services in face-to-face computer-supported collaborative learning: a comparison between single-user mode and multi-user mode

A generalised framework to support field and in-class collaborative learning

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