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E-Collaborative Knowledge Construction
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Author(s): Bernhard Ertl (Universität der Bundeswehr München, Germany)
Copyright: 2008
Pages: 7
Source title:
Encyclopedia of E-Collaboration
Source Author(s)/Editor(s): Ned Kock (Texas A&M International University, USA)
DOI: 10.4018/978-1-59904-000-4.ch036
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Abstract
Knowledge has become an important factor in the success of organizations. Several authors reflect this in their use of terms such as knowledge society (e.g., Nonaka, 1994) or knowledge age (e.g., Bereiter, 2002). The role of knowledge has changed fundamentally with the development of a knowledge society. Knowledge is still an indispensable resource for the individual as well as for an organization, but the emphasis lies on the creation of new knowledge (see Nonaka, 1994). This change also has consequences for the individual acquisition of knowledge and, in turn, for learning. In traditional learning scenarios, knowledge was seen as a commodity that could be transferred directly from one brain to another. This resulted in an interaction between teacher and learner, in which the teacher had an active role and presented parts of his knowledge to the learners, who passively received and memorized them (see Ertl, Winkler, & Mandl, 2007). However, studies have shown that whilst learning by such presentations of explicit knowledge enabled learners to reproduce it in tests, they failed to transfer it to new situations and often failed to apply it in the creation of new knowledge—the knowledge learners acquired remained inert (Renkl, Mandl, & Gruber, 1996).
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