Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations

Samson, Patricia

doi:10.22329/celt.v8i0.4227

Cited by 44 publications

(38 citation statements)

References 20 publications

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“…The use of Creative Problem Solving (CPS) learning model is also an alternative for implementing the problem-based learning. Samson (2015) said that CPS is a learning model that can support and develop students' abilities, both learning activities and motivation. Students' learning activities are so well patterned through this model that they are more motivated to learn.…”

Section: Figure 1 Chart Of Tasc Model Stagesmentioning

confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

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This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergentthinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

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Section: Figure 1 Chart Of Tasc Model Stagesmentioning

confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…The bene ts participants mentioned in the interviews included the exibility and convenience of LMOOCs which echoed the statement of Schulze and Scholz (2018). Flexibility involved 'making it possible to observe others', ' tting learners' various personalities', and 'allowing interaction with different learners', items that re ect the theory of social learning (Clerehan et al, 2003;Miller & Lu, 2003;Samson, 2015); in contrast, convenience items 'allowing retrieval of materials' and 'helping learners learn and acquire knowledge' are advantages of computer-assisted learning.…”

Section: Discussion Limitations and Implicationsmentioning

confidence: 92%

A grounded theory exploration of language massive open online courses (LMOOCs): Understanding students’ viewpoints

Hsu¹

2020

Preprint

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Massive open online courses (MOOCs) have been called the biggest innovation to happen in education for 200 years for their unique attribute of being open and free to any individual with Internet access; however, their high dropout rate has led many people to be concerned or dubious about MOOCs’ effectiveness and applicability. The applicability of MOOCs in English for specific purposes (ESP) courses (in this case, Hospitality English) needs more empirical evidence; the present study intends to help fill this gap and extend our current understanding of this issue. This study followed a grounded theory methodology to develop a theoretical model based on constant dialogue between collected data and the literature. The results suggest that most participants had positive perceptions of LMOOCs in general but that some of them doubted the applicability of LMOOCs. Most participants said they would continue to use LMOOCs in learning, depending on the attributes of specific courses. Based on the extracted data, a conceptual model for the applicability of LMOOCs is proposed.

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Section: Discussionmentioning

confidence: 99%

A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints

Hsu¹

2020

Preprint

View full text Add to dashboard Cite

Abstract Massive open online courses (MOOCs) have been called the biggest innovation to happen in education for 200 years for their unique attribute of being open and free to any individual with Internet access; however, their high dropout rate has led many people to be concerned or dubious about MOOCs’ effectiveness and applicability. The applicability of MOOCs in English for specific purposes (ESP) courses (in this case, Hospitality English) needs more empirical evidence; the present study intends to help fill this gap and extend our current understanding of this issue. This study followed a grounded theory methodology to develop a theoretical model based on constant dialogue between collected data and the literature. The results suggest that most participants had positive perceptions of LMOOCs in general but that some of them doubted the applicability of LMOOCs. Most participants said they would continue to use LMOOCs in learning, depending on the attributes of specific courses. Based on the extracted data, a conceptual model for the applicability of LMOOCs is proposed.

show abstract

Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations

Cited by 44 publications

References 20 publications

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

A grounded theory exploration of language massive open online courses (LMOOCs): Understanding students’ viewpoints

A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints

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