The article focuses on the relationships of communication and educational processes, creativity aspects in the context of higher education. A creative personality of the teacher determines how smooth and efficient these relationships are. The results of the quantitative research (sample – 124 teachers) conducted at Lithuanian higher education institutions and coprehensively presented in the article reveal the attitude of Lithuanian higher education teachers towards the significance of communication in the educational process. Though higher education teachers have to possess various competences such as personal, communication, social, lifelong learning, methodological, planning, organisational, leadership and assessment ones, the respondents distinguished several most significant to them. The research revealed that teachers see personal and communication competences as the most important ones, which also reveal and substantiate close relationships of communication and educational processes. The relationship is enhanced by a creative personality of the teacher, his or her positive personal qualities and values. Higher education teachers not only perceive the significance of communication and educational competences in the educational process but also express a need for their continuous improvement.
The article investigates the attitude of fashion industry managers towards creativity competence and its application in the fashion retail industry. The semi-structured interviews with middle managers allowed distinguishing three categories of activities. In the fashion retail industry, managers need creativity competence: performing technical assignments, working with clients, and working with staff members. For this research, middle managers were chosen because they are the mediators between the company’s general managers and the sales-men. Middle managers play an essential role in bringing organization’s culture, organizing sales-men’s work, and personal development. Therefore, creativity is crucial for managers to have in mind, as the fashion industry is fast changing and dynamic. Creativity competence is effective in a team only if there is proper communication of a manager who can assure all team members understand the organization’s primary purposes and values. The research revealed that managers apply various methods for promoting creativity that includes verbal interactions: discussions, delegating responsibility or tasks, sales promotion games, accumulation and systemization of information, sharing within social networks, provision of feedback, and encouragement of independent search for solutions. This study’s results can help develop job descriptions that would attract the right employees to fashion sales. Understanding the importance of creativity in a salesperson’s day-to-day work can help look at technical or repetitive work differently, increase sales staff’s motivation, and improve sales results.
This article aims to present the results of a study on favourable and unfavourable factors of using online learning environments in the study process as a digital learning strategy to promote education for sustainable development. Technologies have changed traditional face-to-face classrooms through online environments to hybrid learning spaces. Personal experiences and expectations are part of these hybrid learning setups and learner-positive attitudes to such sessions could contribute to the effectiveness of hybrid learning and student satisfaction. The quasi-experiment was carried out to determine the attitude of students towards favourable and unfavourable factors of using an online learning environment (OLE) in the study process. Five groups of students studied for one semester using the flipped classroom method. The sample was made up of 106 secondary school students, selected by means of non-probability sampling. Students were given pre-test and post-test questionnaires in the beginning and at the end of the semester. Favourable factors of using an online learning environment identified by students in the beginning of the quasi-experiment were grouped in five categories: material resources/base; teacher personality; student personality, information presentation and increase of accessibility at the institutional level. As students gain more experience in using an OLE for learning, it is not technical issues and computer literacy that become important, but students’ and teachers’ attitudes and the motivation to improve and learn. At the end of the project, the participants emphasised other favourable factors: continuous uploading of materials, convenience of use and the promotion of online learning environments for studies in all subjects. The role of the teacher while using an online learning environment was highlighted. This research contributes to the improvement of teacher pedagogical competences, creating conditions for increasing student satisfaction.
The article analyses the development of creativity concepts. Notions of creativity transformed historically from uncontrolled divine inspiration and non-reflected artistic inspiration to the targeted work resulting in commercially successful creative products. The analysis begins with Plato’s discussion that a poet should be overtaken by divine inspiration, that human beings do not create by themselves, they are dictated to by the Muses. Renaissance, Rationalism and Romanticism are analysed including their reflections in recognised artists of 20th century. Today’s notions of creativity are reviewed including ones important for creative industries and consumer society.
One of the challenges teachers and students face in online synchronous learning is not turning on their video cameras. The reasons are multitasking, being concerned about the background, psychological barriers, and poor internet connection. In this study, social presence theory (SPT) was employed as the theoretical lens to understand the possible impacts of video cameras in synchronous online learning. Social presence allows individuals to make personal characteristics visible to the community. Students experience greater levels of trust and rapport because of verbal and nonverbal cues that occur when video cameras are turned on in video conferencing. The use of video cameras in synchronous distant learning creates intimacy and immediacy, leading to teacher–learner social presence, which leads to dialog. The phenomenographic study was carried out to analyze the students’ perceptions of the phenomena. The eighty-two first-year undergraduate and doctoral students took part in the study. It showed that students perceive a video camera as a tool for cooperation, as well as for self-discipline and self-control. The students relate the use of video cameras with quality studies, the ability to interact, and to be a part of the process. They feel less inclined to participate when their cameras are off. That leads to the weaker student–teacher relationship, which is achieved with a higher social presence. It is essential to see one other to strengthen students’ motivation, sense of belonging, and community in the courses for first-year students who are still developing learning habits and social networks.
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