Abstract
ABSTRACT Creativity, a primary academic objective, is crucial in higher education, as economic, informational, societal and environmental advancements rely on people’s ability to innovate. Creativity is widely investigated in its individualistic form, yet there is a notable dearth in work that studies its collective dimension, from a learning perspective. This study focuses on validating the psychometric properties of an existing instrument (ASCC), by measuring creative collaboration in blended learning settings. Two hundred and thirty-six under and post-graduate students self-evaluated their creative collaboration experiences, using the ASCC instrument. The findings of exploratory factor analysis denote a three-factor (21-item) structure, measuring ‘Synergistic Social Collaboration’, ‘Distributed Creativity’, and ‘Time Regulation and Achievement’, with good internal consistency. An instrument with valid psychometric properties for the assessment of creative collaboration is much-needed in the growing research and practitioners’ community. This is critical in the fields of Design, HCI, and Engineering, which rely extensively on the creative collaboration (online and offline) of teams to develop innovative products that are suitable for real-world purposes.
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