case study of creativity in asynchronous online discussions

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International Journal of Educational Technology in Higher Education (Jun 2019)

Case study of creativity in asynchronous online discussions

• Timothy Corfman,
• Dennis Beck

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Abstract It is vital for online educators to know whether the strategies they use help students gain twenty-first-century skills like creativity. Unfortunately, very little research exists on this topic. Thus, the purpose of this study was to determine whether participation in online courses can help students develop creativity using asynchronous online discussions, textbooks, and teacher developed materials. A case-study approach was used and one professor, recognized by her peers for her expertise in online education, and three of her students were interviewed. Asynchronous online discussions (29) were also collected and analyzed using a sequential process of building an explanation, checking the explanation against the data, and repeating the process. Key results from the study indicated that project-based prompts, problem-based prompts, and heuristics used in asynchronous online discussions can help promote creativity. Future research should explore a more diverse group of participants and academic subject areas.

• Asynchronous online discussions

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Designing asynchronous activities and moderating online discussions

Interview with Dr Nicole Blum, Senior Lecturer, MA in Development Education and Global Masters, on her approach to asynchronous activities and moderating online discussions.

10 September 2020

Eliot Hoving (Learning Technologist, UCL Digital Education) recently interviewed Dr Nicole Blum  on her approach to designing and facilitating asynchronous activities on the MA Development Education and Global Masters programme.  Here, he shares share some of her tips on developing these activities and moderating online discussion, as well as a walk-through of a Moodle module from the programme. 

About the programme

The Development Education and Global Learning MA introduces students to a range of perspectives and approaches to development education, global learning and global citizenship. The programme offers a collaborative online learning environment through which students develop their own knowledge and skills, as well as interacting with, and learning alongside, peers from around the world.

The programme started in 2008 and runs completely online and asynchronously. The cohort is mostly practising teachers based in the UK or overseas, and professionals working for education not-for-profit organisations. Students are typically part time, often working professionals, with family and work commitments.

MediaCentral Widget Placeholder https://mediacentral.ucl.ac.uk/Player/JJdH1842

Take a tour of a core module 

Principles and Practices of Development Education (CPAS0080) is a core module in the MA programme.  In the videos below, Nicole provides a walk-through of the CPAS0080 Moodle course (9 minutes 43 seconds).

She begins with essential course information provided to students at the start of the course and opportunities for students to meet each other in icebreaker forums. She talks us through collaborative asynchronous activities on Moodle using the Moodle Forum and Wiki activities, and finally how she prepares students for summative assessment. 

The video is broken up into the following sections: 1. Welcoming students and keeping a consistent course layout 2. Learner reflection using a personal learning blog (starts 1:13) 3. Icebreakers (starts 2:13) 4. Discussion activities for small groups and whole cohorts (starts 3:21) 5. Creative and collaborative activities using the Moodle Forum and Wiki (starts 5:11) 6. Aligning discussion with the assessment and the importance of peer feedback (starts 7:18)

MediaCentral Widget Placeholder https://mediacentral.ucl.ac.uk/Player/9F856Jj3

Designing engaging online learning

I asked Nicole how she and her colleagues went about designing course modules. In the video below she explains the thought process the MA team used at the time, which also guides their thinking when designing any new course.

MediaCentral Widget Placeholder https://mediacentral.ucl.ac.uk/Player/01D1fEH7

How do you design engaging online learning activities? 

• Start with the key learning outcomes for the course overall, or for the individual activity.
• Use readings or media to get students generating ideas.
• Create an activity which allows students to work collaboratively and share their ideas in interesting and creative ways.
• Link the current activity to the next activity, and then to the assessment. 

Encouraging students to participate

One of the commonly cited challenges of asynchronous learning is how to get students to engage. Nicole shares her tips on communicating the importance of group discussion activities to students and encouraging students to get involved.  

MediaCentral Widget Placeholder https://mediacentral.ucl.ac.uk/Player/479jC4CJ

How do you encourage student participation? 

• Communicate the importance of peer learning across all materials, including handbook and introductory posts.
• Present the programme as collaborative rather than teacher led.
• Emphasis the benefits of a global population of students who can share diverse experiences and knowledge.

Moderation and tutor presence

In an online course where activities are predominantly asynchronous, how does a staff member maintain presence? One way is through moderating discussion. In the video below, Nicole explains how she goes about interacting with students in both their group discussions and the whole cohort discussion forums.  

MediaCentral Widget Placeholder https://mediacentral.ucl.ac.uk/Player/JIa4c27d

How do you moderate online discussions?

• Welcome post at the beginning of the activity to signal presence.
• Avoid leading smaller student group discussions; occasionally facilitate and encourage.
• Set expectations; when and how frequently you will moderate.
• Send a reminder and encouragement to students who haven't participated yet; "your peers are waiting for your participation". 
• During whole cohort discussion, draw out links between smaller group discussion. 

Learn more: Global Education for Teachers MOOC

Dr Nicole Blum is currently working on a MOOC called "Global Education for Teachers" with her colleague Dr France Hunt, who is also a member of the Development Education Research Centre and part of the MA team. The MOOC will launch on FutureLearn in mid-October. You can view it on the  FutureLearn course page  and enquiries can be sent to:  [email protected] .

Nicole is also happy to be contacted to discuss her work and for general guidance on effective asynchronous teaching. 

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Online teaching; guidance, tips and platforms

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Home > Walden Dissertations and Doctoral Studies > Walden Dissertations and Doctoral Studies > 4209

Walden Dissertations and Doctoral Studies

Creativity in asynchronous online discussions.

Timothy D. Corfman , Walden University Follow

Date of Conferral

Dennis E. Beck

It is vital for online educators to know whether the strategies they use help students gain 21st-century skills. One skill that has been identified as important in the 21st century is creativity; however, a gap existed in the literature concerning whether online courses could help students to develop creativity. Thus, the purpose of this study was to determine whether participation in online courses can help students develop creativity using asynchronous online discussions, textbooks, and teacher developed materials. Amabile's componential model of creativity formed the study's conceptual framework. A case-study approach was used to examine the question of whether asynchronous online discussions and other materials used in online courses could help students develop creativity. One professor, recognized by her peers for her expertise in online education, and three of her online graduate students who volunteered for the study, were interviewed using Zoom. Twenty-nine transcripts of asynchronous online discussions were analyzed using a sequential process of building an explanation, checking the explanation against the data, and repeating the process. Key results from the study indicated that project-based prompts, problem-based prompts, and heuristics used in asynchronous online discussions can help promote creativity. Recommendations for future research include conducting a similar case study with a more diverse group of participants and with a course in a different specialty. These findings may promote social change by helping online instructors use appropriate prompts for asynchronous online discussions that will help students refine their creative skills to ultimately use them in the 21st-century workplace.

Recommended Citation

Corfman, Timothy D., "Creativity in Asynchronous Online Discussions" (2017). Walden Dissertations and Doctoral Studies . 4209. https://scholarworks.waldenu.edu/dissertations/4209

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Case study of creativity in asynchronous online discussions

It is vital for online educators to know whether the strategies they use help students gain twenty-first-century skills like creativity. Unfortunately, very little research exists on this topic. Thus, the purp…

Read the full article ›

A Systematic Review of Research on Moderators in Asynchronous Online Discussions

• Michael Ahlf University of Houston https://orcid.org/0000-0003-3289-8364
• Sara G. McNeil University of Houston https://orcid.org/0000-0002-7295-1660

This systematic review examined research on moderators in asynchronous online discussions (AODs) through a review of 52 sources published over the past four decades. Areas of interest included conceptual frameworks cited in research, publication trends, instructional contexts, research methods and characteristics, and descriptions of the role of the moderator with implications for practice. Results indicate: (1) nearly half of the publications did not cite a conceptual framework focused on moderation; (2) the field is diverse with a wide variety of themes for research designs, outcomes, foci, and questions; (3) half of reviewed publications involved case studies or similarly limited study designs; (4) the majority of publications collected data on students in higher education, but there was a lack of consistency in the reporting of demographic information; (5) research foci tended toward investigating peer moderators or the role of the instructor; (6) research questions tended to focus on strategies of moderators or student performance and discussion quality; (7) most definitions or expectations of a moderator included discussion and social management duties. We conclude by discussing the implications of some of the findings and future research options.

Author Biographies

Michael ahlf, university of houston.

Department of Curriculum and Instruction, Doctoral Candidate

(Degree to be conferred on May 15, 2022)

Sara G. McNeil, University of Houston

Associate Professor | LDT Doctoral Program Coordinator

Learning, Design & Technology Graduate Program

Department of Curriculum and Instruction

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• DOI: 10.24127/ajpm.v10i3.3897
• Corpus ID: 243837160

CREATIVITY IN SYNCHRONOUS AND ASYNCHRONOUS LEARNING DURING THE COVID-19 PANDEMIC: A CASE STUDY

• Muhammad Muzaini , S. Rahayuningsih , +1 author M. Hasbi
• Published in AKSIOMA 2 October 2021

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Gamification learning framework for improving students' learning motivation, digital literacy and teaching creativity of educators in learning activities: a survey method review, effectiveness of modified learning media on student creativity, synchronous and asynchronous integrated project-based learning in english language learning, learning innovations in physical education, sports, and health during the covid-19 pandemic, the use of learning management system on esp computer students’ writing skills development: a case study in indonesia, achievement improvement of basic table tennis techniques through the application of audio-visual learning media, perception survey on the effectiveness of mathematical related course in electrical engineering conducted via open and distance learning, efforts to improve the quality of movement activities of physical education, sports and health, during the covid-19 pandemic, all about learning methods: past, present and future, 35 references, case study of creativity in asynchronous online discussions, the contribution of learning outcomes for listening to creative thinking skills., promoting pupils’ creative thinking in primary school mathematics: a case study, students’ creative thinking process stages: implementation of realistic mathematics education, a theoretical model to measure creativity at a university, analysis of students’ creative thinking in solving arithmetic problems, creativity and constraints: exploring the role of constraints in the creative processes of research and development teams, learning to teach mathematics specialists in a synchronous online course: a self-study, encouraging student participation in mathematical activities in synchronous online tuition, the impact of metacognitive instruction on creative problem solving, related papers.

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Creativity in Asynchronous Online Discussions

Creativity in Asynchronous Online Discussions by Timothy Dwight Corfman MEd, Abilene Christian University, 1991 BA, Abilene Christian University, 1988 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education

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The effect of social anxiety on student interactions in asynchronous online discussion forums as mediated by social presence and moderated by anonymity

• Published: 29 August 2024

Cite this article

• Omer Demir   ORCID: orcid.org/0000-0002-4178-0221 1 ,
• Sinan Keskin   ORCID: orcid.org/0000-0003-0483-3897 2 &
• Murat Cinar   ORCID: orcid.org/0000-0003-4012-4174 3  

2 Altmetric

Pervasive internet use in higher education has rendered social anxiety a lesser problem in circumventing interactions. However, the attenuation of vitality in interactions still remains a contentious issue, especially in asynchronous online discussions. This study aims to elucidate how anonymity and social presence affect the relationship between avoidance of interaction and peer and content interaction in online discussions. In the true experimental study, we recruited 123 first-year university students, of which 62 were randomly assigned to the anonymous group, and 61 to the identified group. This paper adopts a moderated mediation model, in which anonymity and social presence are included as moderator and mediator, respectively. We revealed that the “straightforward” relationship between avoidance of interaction and peer and content interaction is actually highly complex. The results substantiate a full mediation of social presence and moderation of anonymity in favor of disclosed identity. This study accentuates the critical role of social presence in fostering interactions. The results also suggest that disclosing discussants’ identities might be useful during asynchronous interactions in online discussions for increasing social presence only if their avoidance of interaction is low; in the case of a high avoidance of interaction, anonymity should be preferred.

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Social anxiety in digital learning environments: an international perspective and call to action

Participation style and social anxiety as predictors of active participation in asynchronous discussion forums and academic achievement

Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills, explore related subjects.

• Digital Education and Educational Technology

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All data analyzed during the current study are available from the corresponding author upon reasonable request.

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Open Access 01-12-2019 | Research article

Case study of creativity in asynchronous online discussions

Authors: Timothy Corfman, Dennis Beck

Published in: International Journal of Educational Technology in Higher Education | Issue 1/2019

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• Review of the literature
• Asynchronous online discussions
• Research questions
• Ethical approval
• Data collection and analysis
• Cleaning up the data stage 1
• Finding patterns stage 2
• Acting as the heuristic for developing a specific product
• Teaching a heuristic that could be used on a variety of projects
• Prompts to develop openness
• Prompts to develop domain-relevant skills
• Gaining domain-relevant skills by correcting student misunderstandings
• Gaining domain-relevant skills by answering student questions
• Gaining domain-relevant skills through inclusion of subject matter expertise
• Increasing task motivation and social environment
• Adding information from sources other than course materials
• Increasing task motivation through positive feedback
• Teacher-made videos
• Discussion and conclusions
• Limitations
• Acknowledgements
• Availability of data and materials
• Competing interests
• Publisher’s Note

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• How to gather sensory data (Garner, 2013 ).
• How to ask open-ended questions (Gregory et al., 2013 ).
• How to find more than one solution to problems (Gregory et al., 2013 ).
• How to generate new ideas (Greenstein, 2012 ).
• How to solve problems in various ways (Greenstein, 2012 ).
• How to work with mediators (Gregory et al., 2013 ).

I mean, and that's been true of many of my courses when you go out and you actually find real world examples or other academic texts even that are related to the topic and again going back to that discussion with your peers where your able to dissect information, you know, other people bring in. You're able to really get a much broader understanding that in some ways also a more in-depth understanding.

I think the main thing I got from the discussions was all the different experiences from peers because they were all coming from different backgrounds, from different areas, and so there was a very diverse way of thinking, and so that was kind of interesting because they were able to really help me think of things that I probably never would have thought of with my own experiences.

Select two tutorial videos (hint: search YouTube ( http://​www.​youtube.​com ) that appeal to you. How many of the videos use the rule of thirds? How many of the designs use the golden proportion? Do you see examples of the Gestalt laws in use? How are the six principles of design used, if at all?

I looked at Popplet, but it is a MAC program, and I can't run that. I will look for a PC tool. "Dr. Jones responded, “Popplet is available to use in any browser on Mac or PC. It can also be downloaded as an iOS app. If you go to the website http://​www.​popplet.​com ( http://​www.​popplet.​com ) and click the "try it out" button, you can experiment and/or click the "sign up" button in the upper right corner. Signing up lets you save and share your popplets.”

I think one of the biggest controversies in college sports is the use of certain symbols that may be "offensive" to a particular group, especially Native American symbols such as the Seminole Indian (which the tribe wholly supports) and a school like the University of North Dakota.

Dr. Jones responded: The mascot issue has long fascinated me, primarily related to my knowledge of the Seminole Tribe support. When UND was first discussing changes, of course FSU came up, and I was surprised at how many active and passive voices in the conversation did not know about the relationship.

I was actually thinking the same thing … It seems that many of the logos that we have looked at are trying to explicitly or implicitly tell the viewer something about the company, organization, or product through the visual aspect of the logo. I am wondering what that would be in these two cases, and really, in the case of a lot of the car company logos. You brought up a great point …

Dr. Jones responded: I would have to dig for it, but there was a ruling that says if you own the physical copy of media (movie, song, etc.), you are entitled to one digital copy. This means that you could legally use an application like Handbrake to "rip" your favorite Disney films and store these on a personal device. However, you cannot distribute that digital copy and if you ever lose or sell the physical copy, you must delete the digital copy. As for iTunes or other digital media sellers, system backups are usually excluded from consideration. In other words, if you use Time Capsule on a Mac or a service for PC, that backed up copy isn't accessible except in the instance to restore a system. That said, if you lose your digital purchase, you can re-download it from the purchasing company. Some make it easier than others, but you can usually get it back.

Yeah, I mean a lot of times, she would pop in and give us sort of directed information based on the discussions that were going on or questions that she saw popping up, so it would be useful particularly if we were having trouble with technology or finding resources or what not. It would be useful in those cases.

I find it interesting that in addition to the University of CS logo, the poster includes the logos of all their competitors on the dates USC plays them. First of all, as a public relations and communications professional for University of CS, I can tell you that the University of CS signature is not readily available for use by others without permission. It leads me to wonder if these logos are used within legal guidelines. Also, if another entity is not a sponsor of the event or publication, we typically do not want to "share the stage" with other entities. I think this element of the poster is unusual.

Cindy wrote: I do think that visuals/images can tell more about an individual's understanding and perception than a list of words. Your example of a process flow chart would be great to see how members of a group are thinking and where misconceptions lie. I think that going through a process like this would definitely benefit all learning styles -- auditory by listening to someone talk, visual by seeing the information in a graphic organizer or in the form of images and kinesthetic by writing or drawing. I hope I've answered your question. Let me know if I missed it.

Rachel responded: That is so true, that the visuals give us a direct link into the student's schema regarding content learning/learned. This study suggests a positive benefit to the approach.

Yeah, I think that for the most part they were very positive. Any type of criticism I got generally was sort of very constructive and not overly negative, and yeah, I mean, that certainly anytime you get positive feedback or even constructive criticism that it encourages you to continue what you're doing and sort of take more risks and whatnot because you seem to be on the right track and the information you're getting is useful.

Research Question 2. How do the materials used in asynchronous online courses promote creativity per Amabile’s componential model of creativity?

… White Space Is Not Your Enemy was a lot of review for me because a lot of it is what I do on a daily basis, but I love that book because it really did a great job. It was very direct, you know, and explained things very well and very clearly.

I don't like to rely on textbooks. I'd rather do selected readings cause I don't want to make a student buy a book; however, that book I'm in love with and it’s like 15 bucks on Amazon … I've never had a student complain about it. In fact, my course evaluations almost always mentioned how awesome the book is because it’s easy to read. It's easy to follow. It's written from a very practical standpoint with references back to research and practices and historical approaches to design so that I like to keep it. Some of my discussion questions actually come from the book, from the end of the chapters and that's one of the other reasons that I as an instructor like it.

Yea, I mean, a lot of times, if I recall correctly, she would , you know sort of gives a heads up of what we were going to be doing in the class, what sort of things we might be producing for the class for that week, and she would usually say, like, here are the things that you might want to use or can use that you have access to, so that would be helpful and sort of formulating that initial idea of okay this is where I need to go look for things, or this is what I should be thinking about when I'm drafting what I'm going to do or what not.

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