Browsing by Subject "Creative problem solving"
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    Creative problem-solving in countries east and west: some organizational implications
    ( 2019) Clapp, Ray ; Vorapot Ruckthum
    Creativity and creative problem-solving are supported by two different cognitive styles, one concerned with adaption (doing things better), and the other with innovation (doing things differently). The current preoccupation with innovation would appear to favour western countries where a more innovative cultural bias exists. Furthermore, countries from the East would appear disadvantaged due to a similar bias towards adaption. However, organisations to sustain success need a diversity of style irrespective of the significance of any social or organisational leadership bias towards a single style. The pursuit of a dominant single style, be it adaption or innovation, leads to a diminishing organisational performance albeit by different routes.
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    A study on interactions between anonymous and non-anonymous pre-service teachers in blended learning using creative problem solving technique to enhance pre-service teachers’ ability in professional practices
    ( 2015) Nuttaphong Kanchanachaya ; Taminee Shinasharkey
    In Thailand, many pre-service teachers are still shy and afraid to ask questions in the classroom. To enhance preservice teachers’ ability, pre-service teachers need to show their potential and should be encouraged to participate in the class. This paper aims to study the pre-service teachers’ interaction and participation in the online mode in terms of blended learning using creative problem solving technique. The sample group of this study was 28 pre-service teachers. The first group was treated anonymously when they were online while the second group was treated non-anonymously. The findings found that the group that was treated anonymously had the mean ( ) of online interactions increasing from 196.33 counts to 218.66, 313, and 331.33 for the subsequence weeks. For Non-anonymous group, the mean ( ) of online interactions was decreased from 333.50 counts to 292, 205, and 232.50 for the subsequence weeks. Further in-depth interview showed that pre-service teachers in the anonymous group were happier to participate in the discussion. They enjoyed interacting with others online. Therefore, the different settings and the environment of online class could provide the different trend of interactions for different types of identity presented in the online group.