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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dc.contributor.author Karlgren, Klas
dc.contributor.author Lakkala, Minna
dc.contributor.author Toom, Auli
dc.contributor.author Ilomäki, Liisa
dc.contributor.author Lahti-Nuuttila, Pekka
dc.contributor.author Muukkonen, Hanni
dc.date.accessioned 2020-09-15T14:15:01Z
dc.date.available 2020-09-15T14:15:01Z
dc.date.issued 2020-01-02
dc.identifier.citation 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
dc.identifier.other PURE: 127258107
dc.identifier.other PURE UUID: b1309a71-9ba1-4b5b-816b-0c1cf5caaef0
dc.identifier.other WOS: 000493778400001
dc.identifier.other ORCID: /0000-0002-5429-7853/work/68613886
dc.identifier.other ORCID: /0000-0002-3261-3376/work/68618442
dc.identifier.other ORCID: /0000-0002-1086-1352/work/68618557
dc.identifier.other ORCID: /0000-0002-8289-4292/work/80577526
dc.identifier.uri http://hdl.handle.net/10138/319379
dc.description.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. en
dc.format.extent 15
dc.language.iso eng
dc.relation.ispartof Research Papers in Education
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Questionnaire
dc.subject SCIENCE
dc.subject SKILLS
dc.subject UNIVERSITY
dc.subject collaborative knowledge-creation
dc.subject higher education
dc.subject 516 Educational sciences
dc.title Assessing the learning of knowledge work competences in higher education : Cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization Technology in Education Research Group
dc.contributor.organization The Centre for University Teaching and Learning (HYPE)
dc.contributor.organization Department of Psychology and Logopedics
dc.contributor.organization HUS Head and Neck Center
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/02671522.2019.1677752
dc.relation.issn 0267-1522
dc.rights.accesslevel openAccess
dc.type.version publishedVersion
dc.relation.funder
dc.relation.grantnumber 2013-4764

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