出版社：Vilnius University, University of Latvia, Latvia University of Agriculture, Institute of Mathematics and Informatics of University of Latvia
摘要：Collective creativity develops in situations where creative self-regulated adults
collaborate to create product or service. In this research we supported the ideas that collective
creativity could happen at the level of the group, and at the level of the self-regulated adult. The
results of collective creativity are often unpredictable. Social media sites are contemporary
medium for collective creativity development. Communicating, discussing, sharing and
participating, self-regulated adults construct their professional identities. Although it has been
researched for several years, identity construction in social media sites remains one of the main
areas of scholarly investigation. Our research question was – how (if all this is happening)
university teachers developed collective creativity in social media. University teachers from 5
Lithuanian universities in 2 main cities participated in the research. Research participants were
engaged in 5 scientific fields: sciences, social sciences, humanities, biomedicine and technologies.
We have purposefully selected such university teachers who have been involved in social media
activities. Teachers used Facebook, LinkedIn and Youtube for sharing, communicating and
collaborating with their students, colleagues and other self-regulated adults. For the qualitative
data collection interviews were conducted. We constructed grounded theory to explore university
teacher professional development in social media. Three categories: exploratory behavior, online
presence, curiosity and challenge showed the process of university teacher collective creativity.
Text hunting, checking text validity, sharing and networking were preconditions that lead to
maintaining academic connection for collective creativity. Maintaining academic connection
helped to pursue professional goals and construct professional identity. These findings contributed
to understanding how the university teacher’s collective creativity developed in social media.
关键词：academic connection; collective creativity; grounded theory; social media; university
teacher’s professional development
