Over the Rainbow

Next generation course management systems must represent a convergence of the needs and perspectives of all of those who are engaged in the teaching and learning experience. To represent these points of view, we imagine one scenario in which four roles are enacted: instructional designer, traditional student, non-traditional student, and faculty member. This chapter draws on research and theory to illustrate the convergence between content-, learning-, and knowledge- management systems as well as processes managed by both learner and instructor.

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Knowledge management systems in support of an induction programme: An action research approach

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2013.05.031 ◽

2013 ◽

pp. 419-433

Keyword(s):

Higher Education ◽

Knowledge Management ◽

Action Research ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Management Systems ◽

Research Approach ◽

Knowledge Management Systems ◽

Post Intervention ◽

Action Research Approach

Higher education institutions are in the knowledge business since they are involved in knowledge creation, dissemination and learning. However, not many higher education institutions get the most benefit out of managing their knowledge. Most of these institutions are so busy delivering knowledge that they fail to capture the best practices in their knowledge delivery. The induction programme for new lecturers is therefore very important to improve the quality of teaching. In teaching, lecturers might be the subject matter experts but could lack knowledge related to teaching, such as theories of teaching and learning, classroom organization and management, development of curriculum and course content, and professionalism. This paper examines if knowledge management systems (KMS) can support the induction programmes for new lecturers in an academic setting at the Bina Nusantara University in Indonesia. Action research is used as the underlying methodology. Specifically, a 5-step canonical action research was used to conduct the study. Our findings post intervention suggests that most lecturers understand the importance of the induction programme and the lecturers have positive attitudes towards the implementation of KMS to support the induction programme.

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Social Influence and Knowledge Management Systems Use: Evidence from Panel Data

MIS Quarterly ◽

10.25300/misq/2013/37.1.13 ◽

2013 ◽

Vol 37 (1) ◽

pp. 299-313 ◽

Cited By ~ 62

Author(s):

Yinglei Wang ◽

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Darren B. Meister ◽

Peter H. Gray ◽

◽

...

Keyword(s):

Knowledge Management ◽

Panel Data ◽

Social Influence ◽

Management Systems ◽

Knowledge Management Systems

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Utilizing a systematic literature review to develop an integrated framework for information and knowledge management systems

VINE Journal of Information and Knowledge Management Systems ◽

10.1108/vjikms-03-2017-0011 ◽

2017 ◽

Vol 47 (2) ◽

pp. 250-264 ◽

Cited By ~ 7

Author(s):

Chulatep Senivongse ◽

Alex Bennet ◽

Stefania Mariano

Keyword(s):

Knowledge Management ◽

Literature Review ◽

Systematic Literature Review ◽

Value Added ◽

Specific Area ◽

Management Systems ◽

Knowledge Management Systems ◽

Content Type ◽

Integrated Framework ◽

Information And Knowledge Management

Purpose The purpose of this paper is to demonstrate the value of using a systematic literature review to develop an integrated framework for information and knowledge management systems. Design/methodology/approach First, the systematic literature review method is introduced, differentiating it from traditional literature reviews in terms of value-added and limitations. Second, this methodology is used in a research application focused on absorptive capacity internal capabilities with regard to the processes of acquisition, assimilation, transformation and exploitation. Third, an integrated framework for information and knowledge management systems is developed from this application. Findings The systematic literature review approach provides a rigor that can assist in reducing researcher bias while simultaneously enabling the definition of a precise scope of review, with a clear explanation of selection criteria with the objective to find and review all the studies that are relevant to the search definitions. As a research method, it effectively supports a qualitative, quantitative or mixed methodology. Research limitations/implications This methodology was applied to one specific area of research. Specific limitations include the availability of articles in subscribed databases and the analytical capabilities of the tools used for text mining and analytics. Originality/value This paper demonstrates the usefulness of the systematic literature review methodology in developing an integrated framework for analysis.

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Use of Knowledge Management Systems and the Impact on the Acquisition of Explicit Knowledge

Journal of Information Systems ◽

10.2308/jis.2008.22.2.77 ◽

2008 ◽

Vol 22 (2) ◽

pp. 77-101 ◽

Cited By ~ 36

Author(s):

Holli McCall ◽

Vicky Arnold ◽

Steve G. Sutton

Keyword(s):

Knowledge Management ◽

Problem Solving ◽

Knowledge Acquisition ◽

Reference Materials ◽

Explicit Knowledge ◽

Experimental Methodology ◽

Management Systems ◽

Knowledge Management Systems ◽

Use Of Knowledge ◽

The Impact

ABSTRACT: In an era where knowledge is increasingly seen as an organization's most valuable asset, many firms have implemented knowledge-management systems (KMS) in an effort to capture, store, and disseminate knowledge across the firm. Concerns have been raised, however, about the potential dependency of users on KMS and the related potential for decreases in knowledge acquisition and expertise development (Cole 1998; Alavi and Leidner 2001b; O'Leary 2002a). The purpose of this study, which is exploratory in nature, is to investigate whether using KMS embedded with explicit knowledge impacts novice decision makers' judgment performance and knowledge acquisition differently than using traditional reference materials (e.g., manuals, textbooks) to research and solve a problem. An experimental methodology is used to study the relative performance and explicit knowledge acquisition of 188 participants partitioned into two groups using either a KMS or traditional reference materials in problem solving. The study finds that KMS users outperform users of traditional reference materials when they have access to their respective systems/materials, but the users of traditional reference materials outperform KMS users when respective systems/materials are removed. While all users improve interpretive problem solving and encoding of definitions and rules, there are significant differences in knowledge acquisition between the two groups.

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