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Knowledge transfer of eLearning objects: Lessons learned from an intercontinental capacity building project

Lim HM 1 , Ng CJ 1 , Wharrad H 2 , Lee YK 1 , Teo CH 3 , Lee PY 3 Show all authors , Krishnan K 4 , Abu Hassan ZF 5 , Yong PVC 6 , Yap WH 6 , Sellappans R 7 , Ayub E 8 , Hassan N 9 , Shariff Ghazali S 10 , Jahn Kassim PS 10 , Nasharuddin NA 11 , Idris F 12 , Taylor M 2 , Poussa C 2 , Karlgren K 13 , Stathakarou N 13 , Mordt P 14 , Konstantinidis S 2

Affiliations 

  • 1 Department of Primary Care Medicine, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
  • 2 School of Health Sciences, University of Nottingham, Nottingham, England
  • 3 UM eHealth Unit, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
  • 4 Dean's Office, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
  • 5 Department of Building Surveying, Faculty of Built Environment, Universiti Malaya, Kuala Lumpur, Malaysia
  • 6 School of Biosciences, Faculty of Health & Medical Sciences, Taylor's University, Subang Jaya, Selangor, Malaysia
  • 7 School of Pharmacy, Faculty of Health & Medical Sciences, Taylor's University, Subang Jaya, Selangor, Malaysia
  • 8 Taylor's Digital, Taylor's University, Subang Jaya, Selangor, Malaysia
  • 9 Teaching and Educational Development (TED), Centre of Future Learning, Taylor's University, Subang Jaya, Selangor, Malaysia
  • 10 Department of Family Medicine, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Serdang, Malaysia
  • 11 Department of Multimedia, Faculty of Computer Science and Information Technology, Universiti Putra Malaysia, Serdang, Malaysia
  • 12 Department of Pathology, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Serdang, Malaysia
  • 13 Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden
  • 14 NettOp, Department of E-Learning Development, University of Stavanger, Stavanger, Norway
PLoS One, 2022;17(9):e0274771.
PMID: 36126036 DOI: 10.1371/journal.pone.0274771

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.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.

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