A multimethod approach for supporting reflection and creativity in online collaborative courses

Abstract

Cultivating the capacity to create and reflect has been a prominent feature of professional training in numerous disciplines. Through teaching strategies, creativity and reflection abilities can be enhanced. In this article, we report the findings of a new multimethod approach (including narrative essay writing, high-level prompts, and online collaborative learning strategies) that provides a learning environment to influence students’ creativity and reflection. Graduate students in an online course of a national university in southern Taiwan served as participants. Through the multimethod approach, we analyzed and discussed students’ reflection, creativity, and academic emotions after learning. The results revealed that students’ reflective and creative abilities were enhanced, and the students held positive emotions toward the multimethod approach. This approach may aid teachers in the design of learning activities and guide online collaborative learning activities.