Organizational learning, tacit information, and e‐learning: a review

Abstract

PurposeThe purpose of this paper is to introduce and develop the argument that e‐learning technologies and techniques can play a pivotal role in encouraging and facilitating organizational learning, by transforming tacit knowledge into explicit knowledge and diffusing it throughout the organization.Design/methodology/approachBy synthesising the evidence in organizational learning, information technology (IT) and e‐learning research domains, this paper challenges the assertion that tacit information cannot be effectively transformed or diffused by technological means. The notion of organizational learning is examined, particularly in relation to the applicability or otherwise of anthropomorphic models. The cyclic nature of individual and organizational learning models is then discussed and a synthesized construct is offered. The importance of tacit knowledge expression and transfer in this cyclic model is examined, and the role of IT and e‐learning techniques is considered as a means of encouraging tacit knowledge transformation and flow.FindingsTopics of reflection, independence, creation of “safe” learning spaces and the importance of collaboration in learning are demonstrated as being some of the most synergistic issues. These are under‐researched topics, though. There is significant potential for effective collaborative research amongst the organizational learning, IT and e‐learning pedagogy research communities, addressing issues such as the effective extraction and communication of tacit knowledge.Originality/valueThis originality and value of this paper lies in the synthesis of evidence from research and practice domains that have traditionally been disparate, demonstrating that the information technology and e‐learning pedagogy fields can offer effective means of enhancing organizational learning.

Addressing the tacit knowledge gap in knowledge systems across agential realism

“…Despite the non-representational character of such knowledge, it has been argued that various knowledge system technologies and techniques can enhance or facilitate the creation, retention, transfer and application of tacit knowledge [8,9,10]. More specifically, it is viewed that information and communication technologies (ICT) such as e-learning technologies and techniques can help transform or convert tacit knowledge into explicit knowledge [9].…”

“…More specifically, it is viewed that information and communication technologies (ICT) such as e-learning technologies and techniques can help transform or convert tacit knowledge into explicit knowledge [9]. In a more global fashion, Selamat and Choudrie [8] propose an Information Systems (IS) framework to convert and codify tacit knowledge into explicit knowledge.…”

The Web-Based Learning Program of Ergonomics as a Tool for Promoting Sustainable Well-Being at Work in a Large Company

“…This problem generally arises from an inability to recognize existing knowledge and apply it to company operations rather than from a lack of knowledge per se (e.g., Liu & Wang, 2009). One of the great advantages of web-based learning for companies and their clients is that it can highlight explicit knowledge, and especially the valuable tacit knowledge that exists in workplaces (Falconer, 2006;Liu & Wang, 2009;Randelin, Saaranen, Naumanen, & Louhevaara, 2013;Wild et al, 2002).…”

“…Figure 1. Learning demands and impacts to sustainable well-being at work (e.g., Falconer, 2006;Goh et al;Haugh & Talwar, 2010;Pehkonen et al, 2009;Ramirez, 2012) The purpose of this study was to describe the web-based learning program of ergonomics, the Ergonetti, as a tool for promoting sustainable well-being at work in a large company from the viewpoint of the students. Specifically, the aims were to describe the views of students of the ergonomics learning program on the importance of learning (1) to the students themselves and to other workers in the company, (2) to the organization and the working environment, and (3) to the company's leadership.…”

“…It is therefore essential for web-based learning environments to provide theoretical information on the topics they deal with, to support the integration of tacit knowledge, and to encourage cooperation and the sharing of experiences among coworkers (Falconer, 2006;Tynjälä & Häkkinen, 2005). Web-based learning in the workplace should satisfy facilitate individual learning while also supporting organizational learning (OL) in a way that ties learning to work performance and supports interaction between individuals (Wang, Ran, Liao, & Yang, 2010).…”