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

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Karlgren , K , Lakkala , M , Toom , A , Ilomäki , L , Lahti-Nuuttila , P & Muukkonen , H 2020 , ' Assessing the learning of knowledge work competences in higher education : Cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire ' , Research Papers in Education , vol. 35 , no. 1 , pp. 8-22 . https://doi.org/10.1080/02671522.2019.1677752

Title: Assessing the learning of knowledge work competences in higher education : Cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire
Author: Karlgren, Klas; Lakkala, Minna; Toom, Auli; Ilomäki, Liisa; Lahti-Nuuttila, Pekka; Muukkonen, Hanni
Contributor: University of Helsinki, Department of Education
University of Helsinki, Department of Education
University of Helsinki, Department of Education
University of Helsinki, Department of Psychology and Logopedics
University of Helsinki, University of Oulu
Date: 2020-01-02
Number of pages: 15
Belongs to series: Research Papers in Education
ISSN: 0267-1522
URI: http://hdl.handle.net/10138/319379
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.
Subject: Questionnaire
SCIENCE
SKILLS
UNIVERSITY
collaborative knowledge-creation
higher education
516 Educational sciences
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