Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity

Abstract

In this study, we examined students’ experiences regarding precollege engineering curricula, classroom environments, and their experiences with the creative process in two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to interview data from 16 participants, an Input–Process–Outcome Model of Collaborative Creativity (IPOCC model) was developed. The IPOCC model expands the 4P model of creativity to incorporate more collaborative contexts. The IPOCC model suggests that in K–12 collaborative practice, creativity involves group-level considerations in addition to individual-level components. The IPOCC model offers insights for educators in terms of input components, group processes, and mediating factors that can facilitate learners’ engagement in creative teamwork. The findings of this study indicated that a combination of challenging tasks, open-ended problems, and student teamwork provides a rich environment for learners’ engagement to think creatively.

AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learning

“…Co-creation is often an iterative and adaptive process, with continuous refinement based on feedback and learning. Engaging in collaborative projects encourages learners to explore unconventional solutions and think beyond established norms, which fosters creative and innovative thinking, essential components of complex thinking (Ghahremani et al, 2021). Complex thinking, and in particular systems thinking, helps co-creators analyze and understand interdependencies, feedback loops and system dynamics (Wynn and Maier, 2022); it helps them recognize nuances, interplay and interdependencies between different elements, enabling innovative solutions that reconcile diverse viewpoints and optimize outcomes.…”