Open AccessResearch on the Influence of Invisible Knowledge Learning in Online Learning on Students’ Entrepreneurial Orientation
Author(s) -
Jing Zhang
Publication year - 2022
Publication title -
international journal of emerging technologies in learning/international journal: emerging technologies in learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.454
H-Index - 24
eISSN - 1868-8799
pISSN - 1863-0383
DOI - 10.3991/ijet.v17i02.28543
Subject(s) - entrepreneurial orientation , tacit knowledge , knowledge management , externalization , psychology , value (mathematics) , variance (accounting) , conformity , entrepreneurship , business , social psychology , computer science , mathematics , statistics , accounting , finance
Knowledge management is the inevitable product of the information age, and knowledge transformation is the result of the interaction between network learners and learning resources. The four aspects of the SECI (Socialization, Externalization, Combination, Internalization) model can help students accelerate their learning of entrepreneurial tacit knowledge in e-learning to realize the construction of entrepreneurial knowledge with entrepreneurial orientation as the core. Based on the SECI model, this paper proposes four hypotheses on the effects of tacit knowledge learning on students’ entrepreneurial orientation in e-learning. It takes e-learning familiarity as the regulating variable and analyzes the regulating effect of tacit knowledge learning on students’ entrepreneurial orientation and whether their grade, discipline, and gender will lead to significant differences in entrepreneurial orientation. The results indicate that the questionnaire designed in this paper has generally effective α. The coefficient is 0.865 and the reliability level is good. The minimum value of the AVE (Average variance extraction) was 0.545 and the minimum value of CR (Combinatorial reliability) was 0.819, indicating that the overall validity and structural validity were high. The three aspects of sociality, dominance, and recessiveness cause the learning of tacit knowledge to have an obvious positive effect on students’ entrepreneurship. The results of this study have important reference value for promoting teachers’ entrepreneurial knowledge sharing and innovation and cultivating students’ entrepreneurial orientation.