Evaluating Remote Experiment from a Divergent Thinking Point of View

In recent years, education talks have shifted from the areas: "classes," "schools", "universities" to the "learning environment". This is because the Internet has introduced "virtual environment" into education. The map of study places has been significantly changed, adding to temporal, spatial and geographical learning, learning in an environment without geographical and temporal boundaries. The term "learning environment" now includes the classes, schools and universities we are talking about above, but also the virtual environment with its own classes, schools and universities, or other forms of education that have not been seen before (e.g. MOOC's). This process has determined a strong modification of the current teaching theories of learning. The paper examines how an important learning element in the "learning by doing" category called "remote experiment", which belongs to the virtual environment, contributes to the development of creative thinking. As is know, the first who underline the importance of divergent thinking in creativity was Guilford. After him, the development of this subject has become exponential. The paper analyzes, using statistically methods, how the elements of divergent thinking such as fluency, originality, and flexibility are found in a remote experiment work, and how these independent variables can be regarded as producing "treatment effects", that is they can increase the potential of creativity.