Hanni Muukkonen, Minna Lakkala, Pekka Lahti-Nuuttila, Liisa Ilomäki, Klas Karlgren & Auli Toom (2020) Assessing the Development of Collaborative Knowledge Work Competence: Scales for Higher Education Course Contexts, Scandinavian Journal of Educational Research, 64:7, 1071-1089, DOI: 10.1080/00313831.2019.1647284
Assessing the development of collaborative knowledge work competence : scales for higher education course contexts
|Author:||Muukkonen, Hanni1,2; Lakkala, Minna2; Lahti-Nuuttila, Pekka3,4;|
1Faculty of Education, University of Oulu, Oulu, Finland
2Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
3Department of Phoniatrics, Helsinki University Hospital, Helsinki, Finland
4Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
5Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
|Online Access:||PDF Full Text (PDF, 2.2 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2019082225149
|Publish Date:|| 2019-08-22
The necessity to learn competence for collaborative knowledge work during higher education (HE) is accepted widely, but continued work is required to explicate how to define and assess such competence. In this article, the development and validation of a questionnaire for assessing the development of collaborative knowledge work competence is based on object-bound collaborative knowledge creation practices. In total, 546 students responded to a questionnaire on Collaborative Knowledge Practices (CKP). The data were analysed for measurement invariance for two groups of HE students in media engineering and life sciences. Seven scales of the CKP were found to measure course-related learning of collaboration, integration of personal and collective efforts, development through feedback, persistent development of knowledge objects, understanding of different disciplines and related expertise, interdisciplinary collaboration, and using digital technology. The CKP questionnaire scales can be used as a generic self-evaluation tool for students on course-based learning outcomes.
Scandinavian journal of educational research
|Pages:||1071 - 1089|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was supported by the Academy of Finland [grant number 285806] and the European Commission [grant number 402765 543154-LLP-1-2013-1-FI-KA3-KA].
© 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.