Lim, Hooi Min and Ng, Chirk Jenn and Wharrad, Heather and Lee, Yew Kong and Teo, Chin Hai and Lee, Ping Yein and Krishnan, Kuhan and Abu Hassan, Zahiruddin Fitri and Yong, Phelim Voon Chen and Yap, Wei Hsum and Sellappans, Renukha and Ayub, Enna and Hassan, Nurhanim and Ghazali, Sazlina Shariff and Kassim, Puteri Shanaz Jahn and Nasharuddin, Nurul Amelina and Idris, Faridah and Taylor, Michael and Poussa, Cherry and Karlgren, Klas and Stathakarou, Natalia and Mordt, Petter and Konstantinidis, Stathis (2022) Knowledge transfer of eLearning objects: Lessons learned from an intercontinental capacity building project. PLoS ONE, 17 (9). ISSN 1932-6203, DOI https://doi.org/10.1371/journal.pone.0274771.
Full text not available from this repository.Abstract
Background Effective knowledge transfer of eLearning objects can hasten the adoption and dissemination of technology in teaching and learning. However, challenges exist which hinder inter-organisational knowledge transfer, particularly across continents. The ACoRD project aimed to transfer knowledge on digital learning development from UK/EU (provider) to Malaysian (receiver) higher education institutions (HEIs). This study explores the challenges encountered during the knowledge transfer process and lessons learned. Methods This is a qualitative study involving both the knowledge providers and receivers in focus group discussions (n = 25). Four focus group discussions were conducted in the early (n = 2) and mid-phase (n = 2) of the project by trained qualitative researchers using a topic guide designed to explore experiences and activities representing knowledge transfer in multi-institutional and multi-cultural settings. The interviews were audio-recorded, transcribed verbatim, and checked. The transcripts were analysed using thematic analysis. Results Five main themes emerged from this qualitative study: mismatched expectations between providers and receivers; acquiring new knowledge beyond the professional ``comfort zone''; challenges in cascading newly acquired knowledge to colleagues and management; individual and organisational cultural differences; and disruption of knowledge transfer during the COVID-19 pandemic. Conclusion This study highlights the need to create a conducive platform to facilitate continuous, timely and bi-directional needs assessment and feedback; this should be done in the early phase of the knowledge transfer process. The challenges and strategies identified in this study could guide more effective knowledge transfer between organisations and countries.
| Item Type: | Article |
|---|---|
| Funders: | European Union ERASMUS+ Programme under the ACoRD project [598935-EPP-1-20181-UK-EPPKA2-CBHE-JP] |
| Uncontrolled Keywords: | Capacity Building; Computer-Assisted Instruction; COVID-19; Humans; Knowledge; Pandemics |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Faculty of Medicine Faculty of Medicine > Primary Care Medicine Department Faculty of the Built Environment > Department of Building Surveying |
| Depositing User: | Ms. Juhaida Abd Rahim |
| Date Deposited: | 15 Jul 2024 04:10 |
| Last Modified: | 15 Jul 2024 04:10 |
| URI: | http://eprints.um.edu.my/id/eprint/40415 |
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