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.

摘要

该协作知识实践问卷（CKP）是一种旨在衡量教育中知识工作能力学习程度的工具。重点在于可以在多种教育环境中学习和教授的知识工作的质量，这对于具有协作任务的课程可能尤其重要。原始仪器理论上是基于学习的知识创造隐喻。该工具已根据大量高等教育课程的学生反馈在芬兰语中得到验证。对该工具的确认产生了七个量表，这些量表涉及使用数字技术进行知识对象的跨学科协作开发的不同方面。这项研究旨在跨文化地将原始仪器翻译成英文并将其改编成英语，并进行探索性结构方程模型（ESEM）分析，以研究该仪器的相同阶乘解在国际设置的高等教育课程中是否也适用于英语。原始工具是根据已建立的跨文化适应自我报告措施的准则进行翻译的。翻译版本已在医学教育，在线教学和解决问题的课程中经过测试。结果提供了证据，证明原始仪器中发现的潜在因素模型也非常适合改编的问卷。