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Fostering Students’ Creativity Through Innovative Learning Tools

Received: 3 February 2018     Accepted: 16 February 2018     Published: 15 March 2018
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Abstract

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.

Published in Higher Education Research (Volume 3, Issue 1)
DOI 10.11648/j.her.20180301.13
Page(s) 9-14
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Creativity, Innovation, Learning Tools, University, Student

References
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Cite This Article
  • APA Style

    Djamel Ghernaout, Mabrouk Touahmia, Mohamed Aichouni, Abdulaziz Alghamdi, Noureddine Ait Messaoudene. (2018). Fostering Students’ Creativity Through Innovative Learning Tools. Higher Education Research, 3(1), 9-14. https://doi.org/10.11648/j.her.20180301.13

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    ACS Style

    Djamel Ghernaout; Mabrouk Touahmia; Mohamed Aichouni; Abdulaziz Alghamdi; Noureddine Ait Messaoudene. Fostering Students’ Creativity Through Innovative Learning Tools. High. Educ. Res. 2018, 3(1), 9-14. doi: 10.11648/j.her.20180301.13

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    AMA Style

    Djamel Ghernaout, Mabrouk Touahmia, Mohamed Aichouni, Abdulaziz Alghamdi, Noureddine Ait Messaoudene. Fostering Students’ Creativity Through Innovative Learning Tools. High Educ Res. 2018;3(1):9-14. doi: 10.11648/j.her.20180301.13

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  • @article{10.11648/j.her.20180301.13,
      author = {Djamel Ghernaout and Mabrouk Touahmia and Mohamed Aichouni and Abdulaziz Alghamdi and Noureddine Ait Messaoudene},
      title = {Fostering Students’ Creativity Through Innovative Learning Tools},
      journal = {Higher Education Research},
      volume = {3},
      number = {1},
      pages = {9-14},
      doi = {10.11648/j.her.20180301.13},
      url = {https://doi.org/10.11648/j.her.20180301.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20180301.13},
      abstract = {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.},
     year = {2018}
    }
    

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    AU  - Djamel Ghernaout
    AU  - Mabrouk Touahmia
    AU  - Mohamed Aichouni
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    Y1  - 2018/03/15
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    N1  - https://doi.org/10.11648/j.her.20180301.13
    DO  - 10.11648/j.her.20180301.13
    T2  - Higher Education Research
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    AB  - 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.
    VL  - 3
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Author Information
  • Chemical Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia

  • Civil Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia

  • Industrial Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia

  • Mechanical Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia

  • Mechanical Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia

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