Group micro-creativity in online discussions: Effects of new ideas and social metacognition

Gaowei CHEN, Ming Ming CHIU, Zhan WANG

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

This study examines how group members' new ideas and social metacognition in recent messages (micro-time context) affected a current message's micro-creativity (correct, new idea) during online discussions. Dynamic multi-level analysis was used to model statistically 894 messages by 183 participants on 60 high school mathematics topics from one of the world's largest mathematics problem solving website (www.artofproblemsolving.com). Results showed that new ideas (correct, new ideas and justifications) and social metacognition (correct evaluations and questions) in recent messages increased the likelihood of a current message's micro-creativity. Applied to practice, these results suggest that teachers might increase students' micro-creativity by encouraging them to post more correct, new ideas, justify their own ideas, evaluate others' ideas carefully, and ask more questions during online discussions. Copyright © 2010 International Society of the Learning Sciences (ISLS).
Original languageEnglish
Title of host publicationLearning in the disciplines: ICLS 2010 Conference Proceedings
EditorsKimberly Gomez, Leilah Lyons, Joshua Radinsky
Place of PublicationChicago
PublisherInternational Society of the Learning Sciences (ISLS)
Pages357-364
Volume1
ISBN (Print)9780578054628
Publication statusPublished - 2010

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Citation

Chen, G., Chiu, M. M., & Wang, Z. (2010). Group micro-creativity in online discussions: Effects of new ideas and social metacognition. In K. Gomez. L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines: ICLS 2010 Conference Proceedings (Vols. 1, pp. 357-364). Chicago: International Society of the Learning Sciences (ISLS).