Kajian terhadap proses penjanaan pengetahuan dalam kaedah- kaedah pengajaran ekspositori dan pembelajaran berasaskan masalah berbantukan sistem pengurusan pembelajaran
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Date
2010
Authors
Ahmad, Mazida
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Abstract
Analysing data from top Japanese industries, Nonaka & Takeuchi (1995)
concluded that knowledge creation involves the processes of interaction and
transaction of tacit and explicit knowledge between experts and novices that employ
the processes of Socialization, Externalization, Combination, and Internalization
(SECI). This model is appealing but has not been shown to be applicable to the field
of education. Thus, this study investigated whether the SECI model could explain the
knowledge creation processes for the expository and problem-based learning (PBL)
teaching methods in online learning management system (LMS) supported courses.
This study employed the survey research design and the sample comprised 495
students enrolled in LMS-supported courses from a reknown university in Malaysia.
A set of instruments was developed with the indicators of the SECI constructs which
is Socialization construct as the exogenous variable and other costructs as
endogenous variables. Data was analysed using Structural Equation Modeling (SEM)
that enabled the simultaneous analysis of all the factors to estimate the magnitude of
the direct effects between the factors of SECI. All the three hypothesized direct
effects between the factors of the SECI model must be significant for the model to be
accepted as being present in the learning process.
The findings showed that the SECI model fitted the data for both the
expository and PBL methods of instruction although the indicators were slightly
different for each method. For the expository method, three significant direct effects
(regression weights) with medium and high effect sizes (R2) were obtained between
the factors of SECI for the scores of independence of thinking and independence of
decision-making. However, only two significant direct effects out of the required
three were obtained between the SECI factors for the scores of independence of
learning with the discontinuity occurring at Combination.
For the PBL method, all three significant direct effects (regression weights)
with low and medium effect sizes (R2
) were obtained between the factors of SECI for
the scores of independence of thinking and independence of decision-making.
However, again two significant direct effects out of the required three were obtained
between the SECI factors for the scores of independence of learning with the
discontinuity occurring at Socialization. The findings of this study showed that the
SECI model was fully present in the knowledge creation processes in the expository
and PBL teaching methods for the learning of content-free skills. These findings
suggest that for explicit knowledge, improvements in the knowledge creation
processes for the learning of content-based skills need to focus on the aspects of
Combination for the expository method and Socialization for the PBL method to
complete the knowledge creation processes. These findings also suggest that the
knowledge creation processes involving SECI depend upon the gaps in expertise
between the experts and novices and also in the intensity of transactions between
them.