‘창의적 문제해결(CPS)’ 모형을 활용한 온라인 기반의 대학 수업 모형 개발 및 효과에 관한 연구
Development and Effects of an Online-based Instructional Model for a Collegiate Course Utilizing Creative Problem Solving(CPS)
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The purpose of this study is to develop an online-based instructional model for a collegiate course utilizing Creative Problem Solving(CPS) and investigate its effects. The integrated instructional model for Creative Problem Solving by Lim et al.(2009) and their improvements were used to develop a revised model. A college-level course was developed and implemented to optimize the suggested model and testify its effectiveness. Research site was an undergraduate course in A university. The participants were 35 students and the final interviewees were 8. Interviews were conducted with individual participants and their responses were analyzed. As a result of analysis on interview transcripts, the improvements were suggested. They included ‘setting the flexible stages and schedule for problem solving’, ‘providing a variety of thinking tools for students to select’, ‘adding a function of negotiating students' opinions’, ‘guiding each stage of CPS processes and thinking tools in detail’, ‘providing a synchronous chatting room’, and ‘making the system more flexible to freely set and revise the stages.’ The Torrance Tests of Creative Thinking(TTCT) was used as an instrument to test an influence of the model on students' creativity. The results of the paired samples t-test between pre- and post-TTCT scores showed that online-based collegiate course utilizing CPS had statistically significant effects on the participants’ creativity. This study provides many suggestions for designing and operating CPS courses in the higher education. Successive studies with various courses and different groups of learners are suggested.
Abstract
The purpose of this study is to develop an online-based instructional model for a collegiate course utilizing Creative Problem Solving(CPS) and investigate its effects. The integrated instructional model for Creative Problem Solving by Lim et al.(2009) and their improvements were used to develop a revised model. A college-level course was developed and implemented to optimize the suggested model and testify its effectiveness. Research site was an undergraduate course in A university. The participants were 35 students and the final interviewees were 8. Interviews were conducted with individual participants and their responses were analyzed. As a result of analysis on interview transcripts, the improvements were suggested. They included ‘setting the flexible stages and schedule for problem solving’, ‘providing a variety of thinking tools for students to select’, ‘adding a function of negotiating students' opinions’, ‘guiding each stage of CPS processes and thinking tools in detail’, ‘providing a synchronous chatting room’, and ‘making the system more flexible to freely set and revise the stages.’ The Torrance Tests of Creative Thinking(TTCT) was used as an instrument to test an influence of the model on students' creativity. The results of the paired samples t-test between pre- and post-TTCT scores showed that online-based collegiate course utilizing CPS had statistically significant effects on the participants’ creativity. This study provides many suggestions for designing and operating CPS courses in the higher education. Successive studies with various courses and different groups of learners are suggested.
참고문헌 (35)
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