Fostering Students’ Creativity Through Innovative Learning Tools

Djamel Ghernaout; Mabrouk Touahmia; Mohamed Aichouni; Abdulaziz Alghamdi; Noureddine Ait Messaoudene

doi:doi:10.11648/j.her.20180301.13

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Fostering Students’ Creativity Through Innovative Learning Tools

Djamel Ghernaout, Mabrouk Touahmia, Mohamed Aichouni, Abdulaziz Alghamdi, Noureddine Ait Messaoudene

Published in Higher Education Research (Volume 3, Issue 1)

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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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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TY  - JOUR
T1  - Fostering Students’ Creativity Through Innovative Learning Tools
AU  - Djamel Ghernaout
AU  - Mabrouk Touahmia
AU  - Mohamed Aichouni
AU  - Abdulaziz Alghamdi
AU  - Noureddine Ait Messaoudene
Y1  - 2018/03/15
PY  - 2018
N1  - https://doi.org/10.11648/j.her.20180301.13
DO  - 10.11648/j.her.20180301.13
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 9
EP  - 14
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20180301.13
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
IS  - 1
ER  -

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Author Information

Djamel Ghernaout

Chemical Engineering Department, College of Engineering, University of Ha’il, Ha’il, Saudi Arabia
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

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Plain Text BibTeX RIS

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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TY  - JOUR
T1  - Fostering Students’ Creativity Through Innovative Learning Tools
AU  - Djamel Ghernaout
AU  - Mabrouk Touahmia
AU  - Mohamed Aichouni
AU  - Abdulaziz Alghamdi
AU  - Noureddine Ait Messaoudene
Y1  - 2018/03/15
PY  - 2018
N1  - https://doi.org/10.11648/j.her.20180301.13
DO  - 10.11648/j.her.20180301.13
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 9
EP  - 14
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20180301.13
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
IS  - 1
ER  -

Copy | Download