Cross‐boundary collaboration and knowledge creation in an online higher education course

Bibliographic Data

ID21297301
AuthorsHenriikka Vartiainen (0000-0001-6005-907X, School of Applied Educational Science and Teacher Education University of Eastern Finland (UEF) Joensuu Finland, corresponding author), Hanna Vuojärvi (0000-0003-3737-7699, Faculty of Education University of Lapland Rovaniemi Finland), Kaija Saramäki (Energy and Environmental Technology Karelia University of Applied Sciences Joensuu Finland), Miikka Eriksson (0000-0003-0211-635X, School of Applied Educational Science and Teacher Education University of Eastern Finland (UEF) Joensuu Finland), Ilkka Ratinen (0000-0001-7977-062X, Faculty of Education University of Lapland Rovaniemi Finland), Piritta Torssonen (0009-0008-6570-8196, School of Forest Sciences University of Eastern Finland Joensuu Finland), Petteri Vanninen (Natural Resources Institute Finland Savonlinna Savonlinna Finland), Sinikka Pöllänen (0000-0002-0570-6032, School of Applied Educational Science and Teacher Education University of Eastern Finland (UEF) Joensuu Finland)
Year2022
Volume53
Issue5
Pages1304-1320
Publication date2022-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 0007-1013 • E-ISSN: 1467-8535
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjet.13186
OpenAlexW4210942713
LanguageEN
Citations received8
References cited26

This study investigated an international, inter‐university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross‐boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students ( N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross‐boundary collaboration in the pursuit of real‐life problems presented by companies or non‐governmental organisations. Drawing on data from 11 in‐depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross‐boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education

Boundary (topology) · Boundary object · Context (archaeology) · Higher education · Knowledge management · Mathematics education · Multidisciplinary approach · Online course · Pedagogy · Political science · Sociology · Computer Science · Innovative Teaching and Learning Methods · Knowledge Management and Sharing · Online and Blended Learning · Psychology

Tools

Open DOIOpen Access