Fostering creativity through online creative collaborative group projects

Raymundo, Maria Rowena Del Rosario

doi:10.1108/aaouj-10-2019-0048

Cited by 14 publications

(6 citation statements)

References 21 publications

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“…To anticipate the difficulties, the students can appoint a group leader to lead the discussion and distribute group members' job descriptions equally. Raymundo (2020) stated that group project is indeed feasible in online education. The group can also use file-sharing applications and maximize the use of Google apps for task completion (Ekblaw, 2016).…”

Section: Figure 5 Online Meetings After the Pandemicmentioning

confidence: 99%

The Application of TPACK for Teaching Content Courses: Process, Students' View, and Product in Indonesian Context

Setyowati

Rachmajanti

2023

jiecr

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Due to the pandemic breakout in 2020, all facets of human life have been subject to unexpected changes. To sustain learning activities, many educational institutions have utilized Technological Pedagogical Content Knowledge (TPACK) as way-outs. It is true for delivering content courses at the English Department, Faculty of Letters, State University of Malang, East Java, Indonesia. One affected course is teaching English for Young Learners (EYL) for sixth-semester students. Thus, this article aims to describe the implementation of TPACK, the students' view, and the product results from the process. The design of this study is an exploratory sequential design. The participants were twenty-one Offering C students taking the EYL course. Thus, data were collected qualitatively (classroom observations, semi-structured interviews, video watching, mid and final-term assessments) and quantitatively (the Likert scale questionnaire). The findings reveal that: 1) the process of teaching EYL courses TPACK involved flipped learning in the initial meeting followed by a discussion session, and the technology used was Google meet, Google class, YouTube, WhatsApp, and technical tools like a tutorial video for media demonstration, and video making; 2) the students agree on the use of technology for their learning of EYL course and feel that they have had a lot to learn from TPACK for their course, and 3) the products generated from the teaching-learning process are video and intellectual rights certificates (HKI).

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Section: Figure 5 Online Meetings After the Pandemicmentioning

confidence: 99%

The Application of TPACK for Teaching Content Courses: Process, Students' View, and Product in Indonesian Context

Setyowati

Rachmajanti

2023

jiecr

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“…Categorizing findings Develop a conceptual frame work critical thinking and flexible scientific understanding (Sellars et al, 2018). Furthermore, students are trained in time management, working in collaborative teams, creative in strengthening concepts before students finally apply these concepts to the specified project product (Raymundo, 2020). Before implementing the IPro-Lab practice, the teacher needs to prepare an activity plan that will be carried out according to the relevant material.…”

Section: Identify Important Findingsmentioning

confidence: 99%

Inquiry Project Laboratory: The Collaborative Problem Solving and Critical Thinking on Laboratory

Saputra,

Firmansyah,

Ihsan

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Collaborative problem-solving is one of the important soft skills in project-based laboratory activities to equip students with critical thinking skills. A study that systematically reviews literature relevant to the successful implementation of the Inquiry Project Laboratory (IPro-Lab) which is carried out in 5 main stages. A systematic review of relevant qualitative research findings using an integrative approach to gain a deeper understanding (meta-synthesis) through summarization techniques (meta-aggregation). The review stage begins with extracting relevant studies, identifying important findings, categorizing findings, and developing a conceptual framework. The studies and reviews are focused on the success of the IPro-Lab practicum in equipping critical thinking, creative, collaboration and communication skills. In addition, it was also found that the successful track record of the IPro-Lab practicum has been tested and valid to support the formation of scientific thinking, solving complex problems and the needs of the 21st century. IPro-Lab also provides opportunities for the self-development of teachers so that they are more innovative, creative and structured

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“…Kates and colleagues [92], who report on storytelling in a flipped classroom, notice that students enjoyed the creative experience and experienced a sense of accomplishment. In another online setting, an art-based collaborative learning assignment effectively fostered students' creative skills [95]. Edwards and colleagues [96] state that art-based elements enhanced interaction among students.…”

Section: Literature Reviewmentioning

confidence: 99%

Skills Development through Virtual Art-Based Learning: Learning Outcomes of an Advanced Training Program for Project Managers

2022

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With regard to emerging requirements of the professional field, uncertainty competence is a skill to be cultivated and integrated into project management education and training. Art-based learning seems to be a promising approach because the artistic mindset is a suitable model for coping with uncertainty. However, it is widely unclear to what extent art-based learning’s experiential nature will result in soft skills development under the restrictions of distance education. The present quantitative study explores whether—in a virtual learning environment—art-based executive training has a measurable effect on uncertainty competence. Data collection and analysis applied a quasi-experimental pretest-posttest control group design. Participants in the experimental group completed a month-long virtual training program based on visual arts. Contrary to its objective, the program did not cause meaningful changes in uncertainty competence or perceived stress but had a significant effect on participants’ attentiveness and presence. Participants achieved a higher level of mindfulness in dealing with complexity. The results imply that—even in virtual settings—art-based approaches enhance terms of perceptive capacity and social presence but need to be long-term, related to participants’ individual work-context, and disturb participants’ routines to have an effect on uncertainty competence.

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Fostering creativity through online creative collaborative group projects

Cited by 14 publications

References 21 publications

The Application of TPACK for Teaching Content Courses: Process, Students' View, and Product in Indonesian Context

The Application of TPACK for Teaching Content Courses: Process, Students' View, and Product in Indonesian Context

Inquiry Project Laboratory: The Collaborative Problem Solving and Critical Thinking on Laboratory

Skills Development through Virtual Art-Based Learning: Learning Outcomes of an Advanced Training Program for Project Managers

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