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Title: An investigation into the acquisition of tacit knowledge in e-learning environments : an experimental study
Author: Ketcha Djiffouet, Annel Ludovic
ISNI:       0000 0004 8504 2129
Awarding Body: University of Wales Trinity Saint David
Current Institution: University of Wales Trinity Saint David
Date of Award: 2019
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Given its soft nature and the fact that it's difficult to make explicit, tacit knowledge is certainly the most critical form of knowledge to deal with. Often referred to as know-how, practical experiences and insights; tacit knowledge is known to have a significant impact on one's quality of work and professional efficacy. A review of the literature has revealed that many studies address the questions related to the capacity of e-Learning environments to create conditions that are conducive for participants to share, acquire and retain tacit knowledge. Still, there is debate about learners' ability to gain tacit knowledge in settings that are devoid of face-to-face contact, simply because of the lack of empirical or experimental studies on the subject. Assuming it's even possible, there is a lack of models and practical guidelines addressing the acquisition of tacit knowledge at the individual level in online education. This study applies adult learning principles, Knowledge Management and e-Learning design best practices to posit a subject-specific e-Learning model based on Knowledge Objects and learning activities led in the spirit of Community of Practice. The model is tested in order to assess learners' tacit knowledge and influencing factors that impact the acquisition of this knowledge. The business presentation field was chosen to meet the objectives of the research since the mere memorization of facts does not make an effective presenter. Using a control group design, learners' tacit knowledge of the experimental group (n=231) and control group (n=212) was examined via a validated instrument (TKIBP). Twenty-three learners were closely monitored, and a panel of experts evaluated their performances at three different stages. Learners' perceptions of the model were also examined on a number of variables like delivery effectiveness and knowledge acquisition. Results showed that a well-prepared e-Learning environment can create a strong potential to support the activities and learning processes necessary for learners to acquire tacit knowledge. The model proposed in this study is a viable approach to facilitate the acquisition of tacit knowledge in e-Learning environments; in a given field. Experience in the field, English as a first language, self-competence, perceived usefulness, self-directed learning and motivation all play a major role in learners' capacity to acquire tacit knowledge in e-Learning environments. This study unveils evidence-based information for the better implementation of e-Learning. It also gives a conceptual framework for scholars to advance research related to tacit knowledge acquisition in online education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: AI Indexes (General) ; AS Academies and learned societies (General) ; H Social Sciences (General) ; LB Theory and practice of education ; LB2300 Higher Education ; LC5201 Education extension. Adult education. Continuing education ; Q Science (General) ; QA76 Computer software ; T Technology (General) ; Z665 Library Science. Information Science ; Z719 Libraries (General) ; ZA Information resources ; ZA4050 Electronic information resources ; ZA4450 Databases