Enhancing the learning effectiveness of ill-structured problem solving with online co-creation

• Main Author: Pee, Loo Geok
• Other Authors: Wee Kim Wee School of Communication and Information
• Format: Article
• Language: English
• Published: 2021
• Subjects: Social sciences::Communication; Co-creation; Learning Effectiveness
• Online Access: https://hdl.handle.net/10356/151129
• Institution: Nanyang Technological University

Ill-structured problem solving is widely believed to promote learning in higher education but its multiplicity (i.e. multiple solutions and evaluation criteria) is often seen as a challenge to manage. This study shows that the multiplicity can be managed as well as leveraged to enhance learning effectiveness through online co-creation. Three co-creation activities are identified and their effects on different aspects of learning effectiveness are assessed in a study involving 225 tertiary-level students. Results indicate that solution co-creation and solution sharing enhance cognitive learning (e.g. perceived knowledge about a subject topic), while decision co-creation enhances epistemic learning (e.g. perceived understanding of criteria of knowing). The findings demonstrate the value of online co-creation and they pave the way for more research on online co-creation in other collaborative pedagogical practices such as co-skilling.