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Towards a semantic e‐learning theory by using a modelling approach
Author(s) -
YliLuoma Pertti V. J.,
Naeve Ambjörn
Publication year - 2006
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2006.00615.x
Subject(s) - creativity , perspective (graphical) , process (computing) , phase (matter) , dimension (graph theory) , cognition , tacit knowledge , collaborative learning , psychology , knowledge management , cognitive science , computer science , mathematics education , epistemology , artificial intelligence , social psychology , mathematics , chemistry , organic chemistry , neuroscience , pure mathematics , operating system , philosophy
In the present study, a semantic perspective on e‐learning theory is advanced and a modelling approach is used. This modelling approach towards the new learning theory is based on the four SECI phases of knowledge conversion: Socialisation, Externalisation, Combination and Internalisation, introduced by Nonaka in 1994, and involving two levels of knowledge—tacit and explicit. In the Socialisation phase, the teacher–student interaction activates the exploratory learning behaviour. This phase is emotionally and socially loaded. The Externalisation phase is partly emotional but a cognitive dimension is also needed, which requires creativity. This phase works optimally if it is collaborative in nature. In the Combination phase, an ability for hypothetical–deductive thinking is needed for the modelling approach. During the Internalisation phase, the learning process requires that students engage in seeking to understand and explain natural phenomena, which further demands testing of the theoretical concepts.