Higher Education Research
Volume 3, Issue 1, February 2018, Pages: 9-14
Received: Feb. 3, 2018;
Accepted: Feb. 16, 2018;
Published: Mar. 15, 2018
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Djamel Ghernaout, Chemical Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia; Chemical Engineering Department, Faculty of Engineering, University of Blida, Blida, Algeria
Mabrouk Touahmia, Civil Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia
Mohamed Aichouni, Industrial Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia
Abdulaziz Alghamdi, Mechanical Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia
Noureddine Ait Messaoudene, Mechanical Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia
For the last two decades, creativity continued to occupy a prominent position in public as well as academic discourses in many parts of the world. As creativity depends on knowledge, curiosity, imagination, and evaluation, so focusing on these four pillars in education will increase its development. Fostering students’ creativity and innovation capabilities has always been at the heart of universities’ endeavor and engagement. The aim of this study is to illustrate the links between innovating learning tools and students’ creativity. Media-reinforced cooperative studying domains may assist foster creative and critical thinking in net-generation business students; there are obstacles to the acceptation of these instruments both from the viewpoint of teachers and students. Regardless of these rejections, most students liked the non-linear, multi-media feature of the innovative learning domain and wanted more such actions to be advanced hereafter.
Noureddine Ait Messaoudene,
Fostering Students’ Creativity Through Innovative Learning Tools, Higher Education Research.
Vol. 3, No. 1,
2018, pp. 9-14.
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