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Background: Future scientists in engineering fields are expected, and even demanded, to be creative and innovative. Longitudinal studies pertaining to how creativity and academic achievement grow and develop over time remain limited. Purpose: This study examines (a) relationships between the creative potential of first-year engineering students and their graduation grades as well as between the creative potential and graduation grades in nonmajor liberal arts courses, (b) the role of gender in creative potential, and (c) changes in creative potential after 4 years of college life. Method: In this exploratory study, the participants included 57 students from an engineering college in Korea. Data were first collected from 90 first-year engineering students in August 2013. More than 4 years later in October 2017, 57 of these students were contacted again for follow-up. Results: A positive relationship was found between the creative potential of engineering students and their academic achievement. Female students exhibited higher creative potential scores than the male students at both time points. Creative potential increased after 4 years, particularly in total creativity score, fluency, and originality. Conclusions: The findings from this study are different from the findings of Western engineering schools in their depiction of a positive relationship between creative potential and grades. This study indicated the possibility of developing creative potential even in adulthood. However, the results should be carefully interpreted not only because of the small sample size but also because of limitations of the Torrance Tests of Creative Thinking.

The study explored students' reflections with flipped learning in a university. Further, it examined relationships among learning styles, personality traits and satisfaction from flipped learning classes. For the quantitative survey data, 123 undergraduate students who enrolled in a flipped communication course were administered questionnaires. Qualitative results were obtained by administering in-depth interviews to a purposive sample of 15 students. As a result, students reported more personal involvement in learning, better content understanding, convenience in time and pace, and enhancement of interactions as the benefits of flipped classes. However, the heavy workloads, greater time preparation, and lacks of familiarity and motivation were mentioned as pitfalls. According to analysis of covariance tests, there was a significant difference in satisfaction among learning styles. Assimilators had the highest total satisfaction scores while Divergers had the lowest total satisfaction scores. However, there is no significant differences between personality traits and satisfaction with the flipped learning course.

This study explores and describes different viewpoints on Computer Based Assessment (CBA) by using Q methodology to identify perspectives of students and instructors and classify these into perceptional typologies. Thirty undergraduate students taking CBA courses and fifteen instructors adopting CBA into their curriculum at a university in Korea, were chosen as participants in this study. As a result of the study, firstly, four types of learners were identified and given the following descriptive labels: (I) CBA Dissatisfaction Type, (II) CBA Friendly Type, (III) Adjustment Seeker Type, and (IV) CBA Apprehensive Type. Secondly, three types of instructors were classified and given the following descriptive labels: (A) CBA Preferred Type, (B) Supplementary Need Type, and (C) Yes-But Mixed Type. Educational and pedagogical implications of these results are discussed in the context of CBA course design.

This study explores and describes different viewpoints on blended e-Education by using Q methodology to identify students' perspectives and classify them into perceptional types. It is also designed to examine possible relationships among learner's perceptional type, characteristics (i.e., academic self-efficacy, interest in blended e-Education, and extraversion) and academic achievement levels. Fifty undergraduate students taking blended e-Education courses at a Korean university were chosen as participants in this study. As a result of the study, four types of learners were identified and given the following descriptive labels: (I) e-Education Interested Type, (II) Traditional Lecture Friendly Type, (III) Social Interactionist Type, and (IV) Yes-But Mixed Type. Further, it was found that those who have either higher academic self-efficacy or extraversion achieved higher academic achievement. It is also shown that female students in general have less interest in blended e-Education. Implications of these results are discussed in the context of blended e-Education course design. (Contains 7 tables and 1 figure.)

This study explores how a historical genius with learning disabilities (LD) used his giftedness to surmount his disabilities. This study compared biographical data of a historical genius with LD to geniuses without LD using the posthumous diagnostic methodology. Niels Bohr, J. Robert Oppenheimer, and Enrico Fermi were selected for investigation. Results show that Bohr's ability to achieve eminence in adulthood at a level equal to Fermi's and possibly superior to Oppenheimer's may be related to the fact that Bohr used wisdom more effectively than Oppenheimer or Fermi. These findings suggest that Gifted/Learning Disabled (G/LD) students may benefit from greater focus on wisdom in addition to academic achievement in their gifted programs. (Contains 1 figure and 4 tables.)