AbstractThe ability to be creative is increasingly considered to be an important objective in preparing university graduates for their future roles as citizens and employees. Both participation in dialogue and interacting with others from different cultures have been found to increase creative capability. This study focused on the multicultural student-to-student dialogue which took place in one graduate level course. The purpose of this study was to explore the experiences of graduate students in this dialogue, as well as how this participation might influence these students’ generation of creative ideas for their final papers. An analysis of the data highlighted that the main benefits of participating in the student-to-student dialogue were enhanced learning, social connection, a more pleasant learning experience, and the freedom to express oneself and also to challenge others. The most significant challenge to the student-to-student dialogue was a low level of participation by some non-native speakers. Although non-native speakers generally found participation in the student-to-student dialogue to be more challenging, this was not true of all students. Some non-native speakers were able to break through “the barrier of shame”, a term used by one student, and to play an active part in the dialogue. No connection was found between the amount of participation in the multicultural student-to-student dialogue and the generation of creative ideas for their final papers; however, it is possible that this is due to the need to distinguish between participation, defined as the amount of talking by the speaker, and engagement in the dialogue, defined as actively following and considering the dialogue.
|Date of Award||6 Oct 2015|
|Supervisor||David Skidmore (Supervisor) & Catherine Dunworth (Supervisor)|
Exploring the Relationship between Classroom Dialogue and Individual Generative Creativity: a Case Study
Matic, J. (Author). 6 Oct 2015
Student thesis: Doctoral Thesis › Doctor of Education (EdD)