Assessing the Learning of Knowledge Work Competence in Higher Education -- Cross-Cultural Translation and Adaptation of the Collaborative Knowledge Practices Questionnaire

Autor/inn/en	Karlgren, Klas; Lakkala, Minna; Toom, Auli; Ilomäki, Liisa; Lahti-Nuuttila, Pekka; Muukkonen, Hanni
Titel	Assessing the Learning of Knowledge Work Competence in Higher Education -- Cross-Cultural Translation and Adaptation of the Collaborative Knowledge Practices Questionnaire
Quelle	In: Research Papers in Education, 35 (2020) 1, S.8-22 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karlgren, Klas) ORCID (Lakkala, Minna) ORCID (Toom, Auli) ORCID (Ilomäki, Liisa) ORCID (Lahti-Nuuttila, Pekka) ORCID (Muukkonen, Hanni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2019.1677752
Schlagwörter	Questionnaires; Knowledge Level; Finno Ugric Languages; College Students; Student Attitudes; Information Technology; Cooperation; Validity; Interdisciplinary Approach; Translation; English; Structural Equation Models; Higher Education; Guidelines; Medical Education; Online Courses; Problem Solving; Goodness of Fit; Cultural Differences; Research Universities; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Fragebogen; Wissensbasis; Collegestudent; Schülerverhalten; Informationstechnologie; Co-operation; Kooperation; Gültigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; English language; Englisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Richtlinien; Medizinische Ausbildung; Online course; Online-Kurs; Problemlösen; Kultureller Unterschied; Forschungseinrichtung; Ausland; Finnland
Abstract	The "Collaborative Knowledge Practices Questionnaire" (CKP) is an instrument designed to measure the learning of knowledge-work competence in education. The focus is on qualities of knowledge work which can be learned and taught in multiple educational settings and which may be especially important for courses with collaborative assignments. The original instrument was theoretically based on the knowledge-creation metaphor of learning. The instrument has been validated in Finnish based on student responses from a large number of higher education courses. The validation of the instrument resulted in seven scales relating to different aspects of interdisciplinary, collaborative development of knowledge-objects using digital technology. This study aimed to cross-culturally translate and adapt the original instrument into English and perform an exploratory structural equation modelling (ESEM) analysis in order to investigate whether the same factorial solution of the instrument also works in English in higher education courses in international settings. The original instrument was translated according to established guidelines for cross-cultural adaptation of self-report measures. The translated version has been tested in courses in medical education, online teaching and problem solving. The results provided evidence that the latent factor model found in the original instrument provided a good fit also for the adapted questionnaire. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01