Motivation and creativity are valuable attributes in the 21st century. In response, more instructional time must be focused on motivating high school students to expand their creative abilities. Self-determination theory (SDT) and communities of practice (CoP) are theoretical foundations helpful for understanding how intrinsic motivation promotes building relationships and providing students with a sense of independence and competence. Those relationships support perseverance through creative processes. The key research questions in this study examined the extent to which teacher-led, face-to-face (F2F) versus teacher-supervised online collaboration/critique sessions using Edmodo (Online) affected studio art students' creativity and motivation. The Consensual Assessment Technique (CAT) was used to assess the creative quality of studio art students' artwork, and student responses to the Intrinsic Motivation Inventory (IMI) provided data on their perceived motivation. CAT and IMI scores of F2F and online students were compared using independent measures t-tests. Interactions between factors affecting motivation and creativity of the 2 groups were assessed with an ANOVA. Findings indicated a statistically significant improvement on creativity for online students and no difference in motivation between F2F or online groups. The ANOVA analysis revealed that males were motivated by F2F and females were motivated by online sessions. Implications for positive social change include integration of multiple media/formats (F2F and online) to match learning preferences, providing clear prompts to facilitate metacognition, and creating instructional include ground rules to promote respect. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]