FACTORS DRIVING THE NEED FOR CHANGE.
Transforming the learning
environment through innovative uses of technology is a goal of many
education programmes today. Educators and policy leaders are envisioning
a new approach to instruction based on communications and computer
technology using On-Demand Learning. A number of factors are driving
this need for change:
2.1
Technological
Competency
Being technologically competent
has become a requirement in the workforce. It is developing into a
necessary and fundamental skill. On-Demand Learning puts technology in
the hands of the employees, exposing them to computing and
communications tools in a self-directed mode of learning.
2.2 Re-Skilling
It is estimated that the shelf
life of a degree today is only five years, and the pace of knowledge
advancement requires constant updating (Verville 1995). Re-skilling is
becoming a requirement for workers. According to the American Society
for Training and Development, by the year 2000, 75 percent of the
current workforce will need to be retrained just to keep up with
technological changes. On-Demand Learning allows for "just-in-time"
access in electronic formats that ensure that the rapidly changing
information is kept up to date.
2.3 Demographics
The changing demographics of
higher education are placing new demands on institutions. Students, who
represent future employees, are more diverse: they are older, must
balance other life and career priorities, and some prefer to attend
college on a part-time basis. Individuals expect to have greater access
to educational resources and alternatives, particularly off-campus and
at flexible times. On-Demand Learning provides for "anytime, anywhere"
access to network based learning resources.
2.4 Increasing
Demand
In many countries, the demand
for higher education can not be met. This demand for educational
expertise to support social and economic development is forcing higher
education to look for new educational systems and new delivery
mechanisms. By eliminating the need for instructors to be involved in
some facets of the instruction process, On-Demand Learning allows for
new efficiencies and therefore cost savings.
4 IMPACT ON LEARNING
4.1 Learning
Effectiveness
One of the key questions
associated with educational technology is whether or not the technology
actually contributes to learning. Since the first uses of educational
radio and television, hundreds of studies have tried to assess the
instructional effectiveness of new technologies. The understanding of
educational technology's effectiveness has evolved through the outcomes
of studies, which focused on mode of instruction, media attributes,
context of learning and distance learning success factors. Learning
effectiveness, in these studies, has been defined in terms of
traditional measures of student achievement, for example, test scores
and final grades.
A
range of studies about technology's impact on learning effectiveness
have demonstrated positive results when educational technology is
employed (Minoli 1996). Much of this research has focused on specific
features or contexts of educational technology use, providing rich
information to those interested in the effective use of technology
especially in terms of specific factors, which have contributed
to learning success
4.2 Knowledge
Management
The Virtual Business School can
also have an important effect on the knowledge management within the
company. According to Weggeman (1997), knowledge is the capability of a
person to conduct some task by connecting (external) information with
his own information, experiences and attitudes.
The definitions about knowledge in the literature are diverse. That is
mainly caused by the fact that knowledge can be split up into two types:
tacit knowledge and explicit knowledge. (Nonaka et.al. 1995)
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Tacit knowledge is personal, context specific and therefore hard to
formalise and communicate;
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Explicit knowledge is theoretical and is easy to communicate by using
language and/or numbers.
These kinds of knowledge can be converted. These conversion processes
are shown below and will be explained afterwards.
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Tacit
Knowledge to |
Explicit Knowledge |
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Tacit |
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Knowledge |
Socialisation |
Externalisation |
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From |
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Explicit |
Internalisation |
Combination |
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Knowledge |
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4.2.1 Socialisation
This is the process where tacit
knowledge goes to tacit knowledge. In practice this is the process where
a person requires knowledge from others without the need for language.
Through observation, imitation and trial and error, one can obtain tacit
knowledge. The key in this process is experience.
Without some form of sharing experiences socialisation is a very
difficult process. Just giving information is useless when no emotion or
context is included. An example is the process that occurs between
product developers and the customer. The interactive contact with the
customer before, during and after product development and introduction
is an ongoing process of socialisation.
4.2.2 Externalisation.
This process, where you go from
tacit knowledge to explicit knowledge, is probably the most interesting
one. As long as knowledge stays tacit and therefore is in the mind of
only one person and can only be spread around the company in a
one-on-one situation, just a small part of the company takes advantage
of this knowledge.
As soon as the externalisation takes place the knowledge can be spread
out and therefore reach more people in a faster way. As a result, more
people can use the knowledge in their job or in their process of
creating new tacit knowledge. When people are busy with this conversion
they start using metaphors, concepts, hypotheses or models. All these
are expressed in language. Because language is often inadequate,
conversation or interaction between individuals is stimulated.
Externalisation is typically seen in the process of concept creation
where the use of metaphors is most common.
4.2.3 Internalisation
This denotes the process from
explicit knowledge to tacit knowledge. This conversion takes place when
people use explicit knowledge to create or rather to enrich their own
tacit knowledge. “Learning by doing” is a good example of this
conversion. By performing a job you use explicit knowledge to know what
you are doing and why you are doing that, but by increasing your
experience you create tacit knowledge.
4.2.4 Combination
This is the process where a
person goes from explicit knowledge to explicit knowledge. This
conversion is a result of combining different aspects of explicit
knowledge. Reconfiguration of existing information through sorting,
adding, combining and categorising can lead to new knowledge. These
Combinations can happen when people exchange documents, have meetings or
even use the telephone. This process constantly takes place for example,
when two departments are working together on one joint process.
Although knowledge has always been around in companies, today knowledge
management becomes increasingly more important.
Weggeman (1997) defines
Knowledge Management as: The combination of activities which seeks ways
to improve performance of processes, organisations and systems in
general from the perspective that knowledge is the crucial production
factor.
The knowledge intensity is being supported by two factors: technology
push and a pull factor comprised of the adverse economical effects for a
company. When securing its competitive position, a company has to follow
its competitors going into the information age.
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