이러닝을 활용한 대학생 창의적 문제해결 수업의 효과분석

Abstract

Objectives The purpose of this study is to verify the effect of creative problem solving class using e-learning on creative self-efficacy, routine creativity, and problem-solving ability of college students. Methods The class content used in this study was composed based on previously published problem-solving skills textbooks and reference materials. The subjects of this study were 42 students, 22 students who took the e-learning creative problem-solving course opened as a liberal arts course and 20 students who took the general e-learning course at a 4-year university in Busan. As a survey tool, creative self-efficacy, routine creativity, and problem-solving ability scales were used. Results As a result of the study, the creative self-efficacy of college students who participated in the creative problem-solving class using e-learning improved statistically and significantly, but in comparison with the comparison group, there was a statistically significant difference only in creative thinking self-efficacy, which is a sub-factor of creative self-efficacy. In addition, in routine creativity and problem-solving ability, there was no statistically significant difference in comparison with the comparison group. Conclusions These results show that creative problem-solving class using e-learning for university students did not have the same effect as the existing face-to-face teaching methods (discussion-based learning, project(problem) based learning, etc.) However, it confirms the fact that it can be of some help in making college students have the belief that they can be creative or develop alternatives to problem-solving.