Assessing the learning of knowledge work competences in higher education – Cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

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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.

Alkuperäiskielienglanti
LehtiResearch Papers in Education
Sivumäärä15
ISSN0267-1522
DOI - pysyväislinkit
TilaE-pub ahead of print - 4 marraskuuta 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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title = "Assessing the learning of knowledge work competences in higher education – Cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire",
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.",
keywords = "Questionnaire, SCIENCE, SKILLS, UNIVERSITY, collaborative knowledge-creation, higher education",
author = "Klas Karlgren and Minna Lakkala and Auli Toom and Liisa Ilom{\"a}ki and Pekka Lahti-Nuuttila and Hanni Muukkonen",
year = "2019",
month = "11",
day = "4",
doi = "10.1080/02671522.2019.1677752",
language = "English",
journal = "Research Papers in Education",
issn = "0267-1522",
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T1 - Assessing the learning of knowledge work competences in higher education – Cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire

AU - Karlgren, Klas

AU - Lakkala, Minna

AU - Toom, Auli

AU - Ilomäki, Liisa

AU - Lahti-Nuuttila, Pekka

AU - Muukkonen, Hanni

PY - 2019/11/4

Y1 - 2019/11/4

N2 - 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.

AB - 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.

KW - Questionnaire

KW - SCIENCE

KW - SKILLS

KW - UNIVERSITY

KW - collaborative knowledge-creation

KW - higher education

U2 - 10.1080/02671522.2019.1677752

DO - 10.1080/02671522.2019.1677752

M3 - Article

JO - Research Papers in Education

JF - Research Papers in Education

SN - 0267-1522

ER -