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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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.
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