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Sustainability 2018, 10(1), 114; https://doi.org/10.3390/su10010114

A Study on Creative Climate in Project-Organized Groups (POGs) in China and Implications for Sustainable Pedagogy

Department of Planning, Aalborg University, 9000 Aalborg, Denmark
Received: 30 November 2017 / Revised: 15 December 2017 / Accepted: 4 January 2018 / Published: 5 January 2018
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Abstract

This paper aims to explore a research question: what are the drivers and barriers to fostering a creative climate in POGs in China and how to improve POGs towards a better sustainable pedagogy? Theoretically, this paper bridges studies on creativity, collaborative learning, creative climate, and sustainable pedagogy in one framework. Empirically, mixed methods of quantitative questionnaire survey (n = 126) and qualitative interviews (n = 15) were used to collect data. The findings demonstrate that the drivers to a creative climate include the challenge of the task, openness, trust between peers, experts’ help, and group diversity, etc. However, some group problems, such as poor management, lacking of supervision supports, and students’ fear of authority, etc., are barriers to a creative climate. This implies the needs of restructuring the relationships between teachers and students in POGs in order to improve it as a better sustainable pedagogy. View Full-Text
Keywords: project-organized groups (POGs); creativity; sustainable pedagogy; creative climate; collaborative learning project-organized groups (POGs); creativity; sustainable pedagogy; creative climate; collaborative learning
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
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Zhou, C. A Study on Creative Climate in Project-Organized Groups (POGs) in China and Implications for Sustainable Pedagogy. Sustainability 2018, 10, 114.

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