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Digital Ideation : = Postsecondary Student Creative Thinking Experiences Using Online Peer Assessment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Digital Ideation :/
Reminder of title:	Postsecondary Student Creative Thinking Experiences Using Online Peer Assessment.
Author:	Maybee, Scott.
Description:	1 online resource (194 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-09.
Contained By:	Masters Abstracts International84-09.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30319671click for full text (PQDT)
ISBN:	9798374481280

Digital Ideation : = Postsecondary Student Creative Thinking Experiences Using Online Peer Assessment.
Maybee, Scott.

Digital Ideation :Postsecondary Student Creative Thinking Experiences Using Online Peer Assessment. - 1 online resource (194 pages)

Source: Masters Abstracts International, Volume: 84-09.

Thesis (M.Ed.)--Queen's University (Canada), 2022.

Includes bibliographical references

Groupwork and the ability to think creatively are critical skills that help drive societies forward and are top attributes employers look for in graduates. While these skills are often integrated into curriculum, postsecondary institutions must do more to advance these skills in learners. Researchers have explored how emerging technologies such as online peer assessment support higher order skill development in postsecondary students. While studies have focused on peer-to-peer assessments, there has been limited investigation into ways that online peer assessment could support creative thinking within teams. An explanatory mixed methods approach was used to explore postsecondary student creative thinking experiences using online peer assessment. A sample of 40 students participated in the study, who were randomly assigned to teams to complete a multi-phased creative ideation activity using peerScholar, a leading online peer assessment platform. An interactive survey was distributed to participants to measure the degree to which online peer assessment was perceived to support team-level creative thinking. Analysis of the quantitative data showed that in general, teams felt creative thinking was supported by online peer assessment. To gain a deeper understanding of the processes teams used during the activity that may have led to the quantitative results, content analysis of the captured interactive dataset showed that participants most often provided supportive, suggestive, or problem-identifying feedback on their teammate's ideas. After online peer assessment, ideas became more refined or more clearly communicated, were withdrawn or combined, or entirely new ideas were generated. From this analysis, two frameworks were introduced: the first outlining the various forms of feedback participants used as they commented on their teammate's ideas, the second summarizing the potential effects feedback might have when online peer assessment is used as an interface to facilitate the sharing and evaluating of ideas in teams. The results of this thesis expand the literature by exposing that online peer assessment could be an effective means of supporting creative thinking within teams. New avenues of exploration in creativity research are discussed that are expected to benefit postsecondary educators in their efforts to support groupwork and creative skill development in students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798374481280Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Digital Ideation : = Postsecondary Student Creative Thinking Experiences Using Online Peer Assessment.
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500 $a Source: Masters Abstracts International, Volume: 84-09.
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502 $a Thesis (M.Ed.)--Queen's University (Canada), 2022.
504 $a Includes bibliographical references
520 $a Groupwork and the ability to think creatively are critical skills that help drive societies forward and are top attributes employers look for in graduates. While these skills are often integrated into curriculum, postsecondary institutions must do more to advance these skills in learners. Researchers have explored how emerging technologies such as online peer assessment support higher order skill development in postsecondary students. While studies have focused on peer-to-peer assessments, there has been limited investigation into ways that online peer assessment could support creative thinking within teams. An explanatory mixed methods approach was used to explore postsecondary student creative thinking experiences using online peer assessment. A sample of 40 students participated in the study, who were randomly assigned to teams to complete a multi-phased creative ideation activity using peerScholar, a leading online peer assessment platform. An interactive survey was distributed to participants to measure the degree to which online peer assessment was perceived to support team-level creative thinking. Analysis of the quantitative data showed that in general, teams felt creative thinking was supported by online peer assessment. To gain a deeper understanding of the processes teams used during the activity that may have led to the quantitative results, content analysis of the captured interactive dataset showed that participants most often provided supportive, suggestive, or problem-identifying feedback on their teammate's ideas. After online peer assessment, ideas became more refined or more clearly communicated, were withdrawn or combined, or entirely new ideas were generated. From this analysis, two frameworks were introduced: the first outlining the various forms of feedback participants used as they commented on their teammate's ideas, the second summarizing the potential effects feedback might have when online peer assessment is used as an interface to facilitate the sharing and evaluating of ideas in teams. The results of this thesis expand the literature by exposing that online peer assessment could be an effective means of supporting creative thinking within teams. New avenues of exploration in creativity research are discussed that are expected to benefit postsecondary educators in their efforts to support groupwork and creative skill development in students.
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538 $a Mode of access: World Wide Web
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650 4 $a Pedagogy. $3 2122828
650 4 $a Higher education. $3 641065
650 4 $a Communication. $3 524709
650 4 $a Student attitudes. $3 3681267
650 4 $a Educational technology. $3 517670
650 4 $a Student organizations. $3 3682086
650 4 $a Feedback. $3 677181
650 4 $a Distance learning. $3 3557921
650 4 $a Teachers. $3 529573
650 4 $a Skills. $3 3221615
650 4 $a Innovations. $3 754112
650 4 $a Brainstorming. $3 877703
650 4 $a Flexibility. $3 3560705
650 4 $a Design. $3 518875
650 4 $a Creativity. $3 605632
650 4 $a Metacognition. $3 521861
650 4 $a Critical thinking. $3 530830
650 4 $a Education. $3 516579
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710 2 $a Queen's University (Canada). $3 1017786
773 0 $t Masters Abstracts International $g 84-09.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30319671 $z click for full text (PQDT)