Online Creativity Training: Examining the Effectiveness of a Comprehensive Training Approach
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| Title: | Online Creativity Training: Examining the Effectiveness of a Comprehensive Training Approach |
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| Language: | English |
| Authors: | Xiaojing Gu (ORCID |
| Source: | International Journal of Technology and Design Education. 2024 34(1):403-426. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Electronic Learning, Creativity, Independent Study, Training, Program Effectiveness, Online Courses, Thinking Skills |
| DOI: | 10.1007/s10798-023-09820-2 |
| ISSN: | 0957-7572 1573-1804 |
| Abstract: | In today's rapidly changing and technology-driven world, the ability to think creatively is essential for individuals and organizations. To date, technology-based training has become a new trend for learning and training in the 21st century; however, little empirical research has been conducted to enhance creativity through online training. In the current study, we developed and examined an online creativity training program, which employed a comprehensive training approach and consisted of twenty self-instructional exercises delivered throughout five weeks. The effectiveness of the training was examined by means of a pre-posttest between-subjects design with two control groups (i.e., a creativity-unrelated online memory training; no-training). Four well-validated tasks tapping onto divergent and convergent thinking were used to measure participants' creativity. Upon following the online creativity training, participants' performance tended to significantly improve on several indices of divergent thinking (e.g., fluency, flexibility, originality). For the two control groups, no difference in divergent thinking was observed between the pretest and posttest. Besides, no training effects were observed on convergent thinking. The current findings increase our understanding of enhancing creativity through online training and provide a new comprehensive training approach, which may contribute to the enhancement of creativity in educational and organizational settings. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1411603 |
| Database: | ERIC |
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