Creativity, a primary academic objective, is crucial in higher education, as economic, informational, societal and environmental advancements rely on people’s ability to innovate. Creativity is widely investigated in its individualistic form, yet there is a notable dearth in work that studies its collective dimension, from a learning perspective.

This study focuses on validating the psychometric properties of an existing instrument (ASCC), by measuring creative collaboration in blended learning settings. Two hundred and thirty-six under and post-graduate students self-evaluated their creative collaboration experiences, using the ASCC instrument. The findings of exploratory factor analysis denote a three-factor (21-item) structure, measuring ‘Synergistic Social Collaboration’, ‘Distributed Creativity’, and ‘Time Regulation and Achievement’, with good internal consistency.

An instrument with valid psychometric properties for the assessment of creative collaboration is much-needed in the growing research and practitioners’ community. This is critical in the fields of Design, HCI, and Engineering, which rely extensively on the creative collaboration (online and offline) of teams to develop innovative products that are suitable for real-world purposes.

创造力是主要的学术目标，对高等教育至关重要，因为经济，信息，社会和环境的进步取决于人们的创新能力。人们广泛地以个人主义形式研究了创造力，但是从学习的角度来看，在研究其集体维度的工作中还存在着明显的匮乏。

这项研究的重点是通过在混合学习环境中测量创造性协作来验证现有仪器（ASCC）的心理测量特性。236名本科生和研究生使用ASCC工具自我评估了他们的创造性合作经历。探索性因素分析的结果表示一种三因素（21个项目）的结构，具有良好的内部一致性，可测量“协同社会协作”，“分布式创造力”和“时间调节与成就”。

越来越多的研究和从业者社区迫切需要一种具有有效心理计量学特性的工具来评估创意合作。这在设计，人机交互和工程领域至关重要，后者在很大程度上依赖团队的创意协作（在线和离线）来开发适合现实世界目的的创新产品。