Abstract
This paper aims to develop and validate a SECI model (socialization, externalization, combination and internationalization) instrument to assess collaborative teaching quality under the impact of COVID-19 pandemic on transnational education in China. Although Chinese universities responded to this education disruption in emergent response, lockdown due to the COVID-19 brings pandemic pedagogy to transnational higher education. Collaborative teaching responds to this situation by updated practices to tackle pedagogical and contextual differences in transnational education. This research updates Cheng’s 21-item model (2022) by adding information technology utilization and cultural context factors to validate the joint knowledge production. This study finally explored a SECI knowledge- creation model with new factors discussing of collaborative teaching quality during COVID- 19. It was also found that collaborative teaching management can be linked to on multidimensions of knowledge generation, such as resource exchange, culture, and technology.
Author Information
Jing Wang, Japan Advanced Institute of Science and Technology, Japan
Takaya Yuizono, Japan Advance Institute of Science and Technology, Japan
Eunyoung Kim, Japan Advanced Institute of Science and Technology, Japan
Paper Information
Conference: IICE2023
Stream: International Education
This paper is part of the IICE2023 Conference Proceedings (View)
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To cite this article:
Wang J., Yuizono T., & Kim E. (2023) Assessing Collaborative Teaching Under the Impact of COVID-19 Pandemic: Instrument Development in the Context of the SECI Model ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2023.65
To link to this article: https://doi.org/10.22492/issn.2189-1036.2023.65
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