| Sumario: | Background: Working innovatively with ideas plays a vital role in knowledge creation, yet the processes underlying sustained idea development remain incompletely understood. Objectives: This study investigated how a conceptual model of sustained idea improvement facilitated knowledge creation among graduate students in an online course aimed at developing their thesis proposals. Methods: Through mixed‐methods analysis of students' idea generation, online interactions and discourse patterns, the study examined knowledge‐building dynamics in an online environment. Results and Conclusions: Findings suggest that the model of sustained idea improvement is effective in terms of guiding students in productive discourse that fosters the development of promising ideas for their thesis proposals. During the course, students progressively shifted their discourse from shallow sharing‐oriented to in‐depth elaboration‐ and synthesis‐oriented moves, demonstrating an increasing capacity for deeper intellectual engagement. Guided by this model, the study underscores the importance of a balanced approach that incorporates dynamic discourse moves for effective knowledge building (KB) in graduate school education contexts. Key Point: This study examines how sustained idea improvement supports knowledge creation, a process that remains underexplored in knowledge‐building research.A conceptual model of sustained idea improvement is empirically validated in a graduate‐level online course designed to support thesis proposal development.Mixed‐methods analyses of idea generation, online interaction and discourse patterns reveal key dynamics of knowledge building in online learning environments.Findings indicate that the model effectively guides students' discourse from surface‐level sharing toward deeper elaboration and synthesis, fostering promising idea development and sustained intellectual engagement.
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