Abstract
Creativity and knowledge management are both important competences that university students need to strive to develop. This study therefore developed and evaluated an instructional program for improving university students' creativity based on a blended knowledge-management (KM) model that integrates e-learning and three core processes of KM: knowledge sharing, knowledge internalization, and knowledge creation. Moreover, this study investigated the underlying mechanisms that achieve the effectiveness of this model. A 17-week instructional program was conducted. The findings from both quantitative and qualitative analyses suggest the following. The blended KM model is effective in improving knowledge, dispositions, and abilities of creativity. The online sharing and evaluation of creative products, learning communities and discussions, and the practice of creativity strategies have substantial effects on all three aspects of creativity. The observation and peer evaluation of group assignments and creativity-related feedback enhance the learning of knowledge and dispositions. Finally, the creation of products and scaffolding of a teacher are critical to skill improvement.
| Original language | English |
|---|---|
| Pages (from-to) | 245-257 |
| Number of pages | 13 |
| Journal | Thinking Skills and Creativity |
| Volume | 7 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2012 Dec 1 |
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All Science Journal Classification (ASJC) codes
- Education
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From knowledge sharing to knowledge creation : A blended knowledge-management model for improving university students' creativity. / Yeh, Yu chu; Yeh, Yi-Ling; Chen, Yu Hua.
In: Thinking Skills and Creativity, Vol. 7, No. 3, 01.12.2012, p. 245-257.Research output: Contribution to journal › Article
TY - JOUR
T1 - From knowledge sharing to knowledge creation
T2 - A blended knowledge-management model for improving university students' creativity
AU - Yeh, Yu chu
AU - Yeh, Yi-Ling
AU - Chen, Yu Hua
PY - 2012/12/1
Y1 - 2012/12/1
N2 - Creativity and knowledge management are both important competences that university students need to strive to develop. This study therefore developed and evaluated an instructional program for improving university students' creativity based on a blended knowledge-management (KM) model that integrates e-learning and three core processes of KM: knowledge sharing, knowledge internalization, and knowledge creation. Moreover, this study investigated the underlying mechanisms that achieve the effectiveness of this model. A 17-week instructional program was conducted. The findings from both quantitative and qualitative analyses suggest the following. The blended KM model is effective in improving knowledge, dispositions, and abilities of creativity. The online sharing and evaluation of creative products, learning communities and discussions, and the practice of creativity strategies have substantial effects on all three aspects of creativity. The observation and peer evaluation of group assignments and creativity-related feedback enhance the learning of knowledge and dispositions. Finally, the creation of products and scaffolding of a teacher are critical to skill improvement.
AB - Creativity and knowledge management are both important competences that university students need to strive to develop. This study therefore developed and evaluated an instructional program for improving university students' creativity based on a blended knowledge-management (KM) model that integrates e-learning and three core processes of KM: knowledge sharing, knowledge internalization, and knowledge creation. Moreover, this study investigated the underlying mechanisms that achieve the effectiveness of this model. A 17-week instructional program was conducted. The findings from both quantitative and qualitative analyses suggest the following. The blended KM model is effective in improving knowledge, dispositions, and abilities of creativity. The online sharing and evaluation of creative products, learning communities and discussions, and the practice of creativity strategies have substantial effects on all three aspects of creativity. The observation and peer evaluation of group assignments and creativity-related feedback enhance the learning of knowledge and dispositions. Finally, the creation of products and scaffolding of a teacher are critical to skill improvement.
UR - http://www.scopus.com/inward/record.url?scp=84867031570&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84867031570&partnerID=8YFLogxK
U2 - 10.1016/j.tsc.2012.05.004
DO - 10.1016/j.tsc.2012.05.004
M3 - Article
AN - SCOPUS:84867031570
VL - 7
SP - 245
EP - 257
JO - Thinking Skills and Creativity
JF - Thinking Skills and Creativity
SN - 1871-1871
IS - 3
ER -