Abstract
This paper proposes a definition of Creative Learning Community (CLC) that is enabled with technology and its conceptual model in Graduate School of Telkom University. As rooted to learning community term, CLC is defined as a teaching and learning approach within a learning community that consists of a group of students and faculty member that uses creative learning concept. This study adapts the Design Science Research Framework in Information System by Hevner et al to build the conceptual model. First, the study synthesizes existing literature on learning community and creative learning community to define CLC term. Second, based on a review of previous studies and books on learning community, creative thinking, group creativity, engaged learning, student learning outcomes and technology supporting creative learning community, the author analyzes construct candidates of the model. Third, after selecting constructs from the candidates, the study continues by designing the conceptual model of technology-enabled creative learning community. The model was tested the implementations of learning community in Graduate School of Telkom University. The findings provide several conceptual and managerial insights into the role of technology in supporting creative learning community. Future work will need to evaluate the model in the context of other engineering.
Highlights
Learning communities have been studied since more than two last decades [1]
As a community member who has diverse backgrounds, the facilitator in the creative learning community (CLC) are required to deliver a series of learning activities that can connect a variety of backgrounds so that the input received by each student will be more varied and at the end they have a variety of ways with the input to solve the problems they face in the future
The research in this thesis has been successfully modelled Technology-Enabled Creative Learning Community (T-E CLC) in Graduate School of Telkom University, Tel-U based on Information System Research Framework by Hevner et al The resulted artifacts include constructs, conceptual model, and method to apply T-E CLC
Summary
Learning communities have been studied since more than two last decades [1]. The study explores the implementation of learning communities to improve undergraduate education [2]. As Conejo et al revealed that learning communities is endorsing the constructivism learning approach [4]; it is a paradigm that knowledge is constructed and transformed by students [5] It concluded that learning community is a learning strategy that boosts learner to build their own knowledge in such a group situation. It’s known that the use of technology in supporting learning process designed by colleges or universities has some purposes. As revealed by Resta and Laferrière, the purposes of colleges or universities provide learning process with supporting technology is “to prepare students for the knowledge society, to enhance student cognitive performance or foster deep understanding, to add flexibility of time and space for cooperative/collaborative learning, to foster student engagement and keep track of student cooperative/collaborative work (online written discourse)“ [9]. The model design process begins with analyzing related construct candidates to the characteristics of learning community found in literature.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
