期刊名称：Journal of Information, Information Technology, and Organizations
印刷版ISSN：1557-1319
电子版ISSN：1557-1327
出版年度：2008
卷号：03
出版社：Informing Science Institute
摘要：There is an increasing volume of literature theorizing on how social creativity can be fostered in
the Computer Supported Collaborative Learning (CSCL) environment, however, a scant amount
of research has been actually carried out to investigate how the dynamics and creative cognitive
processes taking place in the CSCL environment create communities of design. The scarcity of
readily usable instruments to determine whether students engage in social creativity in a CSCL
environment and if so, to what extent, has prompted this study to derive an analytical framework
for tracking the effects of the creative processes upon the design community. With reference to
the social, situated, distributed nature of social creativity, a self-devised instrument based on the
Activity Theory (Engestrom, 1987) is established for understanding creativity in the context of
computer supported collaborations. It can be understood as a set of three phases that occur with
relation to collaborative creative processes, namely: exploration/clarification (phase I), negotiation
and argumentation (phase II), and evidence of evolution and redesign (phase III). Based on
the Activity System Model of Engestrom (1987), a content analysis scheme is proposed in which
the analytical framework of subject-community-object triad, subject-community-roles triad, and
subject-community-tool triad will investigate the inter-relationship among the interactivity, creativity
presence, and social presence within a CSCL community.
Findings confirmed that there was a strong interrelationship between the quality of collaborative
creative process in terms of provision of informal ongoing peer feedback and the quality of social
creativity fostered. Results confirmed that high levels of social presence with good quality of peer
feedbacks were necessary to support the creative process in an intrinsically rewarding design
community. The affective roles played by the peers were found to be particularly significant in
building up the supportive and collegial interpersonal relationships to encourage open negotiation
and argumentation in creative dialogues which was the core element promoting re-design and cocreation
of new design. Self evaluation on the effectiveness of the self-derived investigative instruments
was conducted with recommendations for future work given, and methodological limitations
of this study were explored as
well.
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