Towards the reconciliation of knowledge management and e‐collaboration systems

Dinh, Thang Le; Rinfret, Louis; Raymond, Louis; Thi, Bich‐Thuy Dong

doi:10.1108/itse-09-2012-0022

Cited by 17 publications

(26 citation statements)

References 36 publications

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“…Accordingly, the method of the KBCM framework focuses on the set of activities that supports both the process of content manage- Figure 3. The model of the KBCM framework ment (Gupta et al, 2002) and that of knowledge development (Le Dinh et al, 2013). The process of content management includes the following key activities: assessment, organization, sharing, and use (Gupta et al, 2002).…”

Section: Methods Of the Kbcm Frameworkmentioning

confidence: 99%

“…The constructs related to the user view are: knowwho, semantic unit of information, and zone of responsibilities (ZoR). Know-who refers to individuals, groups, or organizations that may provide or consult the content objects within a knowledge object (Le Dinh et al, 2013). A semantic unit of information depicts a semantic context corresponding to a particular situation of an application of knowledge.…”

Section: User Viewmentioning

confidence: 99%

“…The concept of ZoR is somewhat similar to the concepts of "ba" (Nonaka et al, 2005) and "community of practice" (Kimble, 2002). The main difference between ZoR and other approaches is that ZoR corresponds to an integrated living and virtual space, while its boundary is evolutionary, and is defined by a set of responsibilities, classes, processes, and rules (Le Dinh et al, 2013). Figure 2 presents a knowledge infrastructure that enables an organization to learn in a natural and optimal way in order to reach its goals.…”

Section: Model Of the Kbcm Frameworkmentioning

confidence: 99%

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Enterprise Content Management Systems as a Knowledge Infrastructure

Breitner

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Dinh

et al. 2015

International Journal of E-Collaboration

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The rise of the knowledge-based economy has significantly transformed the economies of developed countries from managed economies into entrepreneurial economies, which deal with knowledge as both input and output. Consequently, knowledge has become a key asset for organizations and knowledge management is one of the driving forces of business success. One of the most important challenges faced by enterprises today is to manage both knowledge assets and the e-collaboration process between knowledge workers. Critical business knowledge and information is often contained in mostly unstructured documents in content management systems. Therefore, content management based on knowledge perspectives is crucial for organizations, especially knowledge-intensive organizations. Enterprise Content Management has evolved as an integrated approach to managing documents and content on an enterprise-wide scale. This approach must be enhanced in order to build a robust foundation to support knowledge development and the collaboration process. This paper presents the KBCM (Knowledge-Based Content Management) framework for constructing a knowledge infrastructure based on the perspective of knowledge components that could help enterprises create more business value by classifying content formally and enabling its transformation into valuable knowledge assets.

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Section: Methods Of the Kbcm Frameworkmentioning

confidence: 99%

Section: User Viewmentioning

confidence: 99%

Section: Model Of the Kbcm Frameworkmentioning

confidence: 99%

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Enterprise Content Management Systems as a Knowledge Infrastructure

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Dinh

et al. 2015

International Journal of E-Collaboration

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“…Dinh. Rinfret, Raymond, & Thi stated that motivation in learning foreign language means instrumental and integrative (Dinh, Rinfret, Raymond, & Thi, 2013). Instrumental motivation is a desire to master foreign language in order to easily get a job, social appreciation, certificate, or other benefits.…”

Section: Instrumental and Integrativementioning

confidence: 99%

Attitude and Learning Motivation on Arabic Learning in Muslim Minority of North Sulawesi

Wekke¹,

Suhendar²

2017

Preprint

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Arabic is compulsory subject listed on Islamic studies issue. Over the years, students learn Arabic as the main subject. In addition, Arabic subject integrates through many subject. Therefore, it is a need to discover the standing of attitude and motivation on Arabic learning. The two factors among the pillar in maintaining teaching and learning of Arabic. On the other hand, Muslim minority environment is a unique condition to maintain the Arabic teaching and learning training. The research was conducted in North Sulawesi, Indonesia. The picture of muslim minority indicates a dynamic situation. Different existence from other muslim part of Indonesia shows the opportunity to rely on co-exist to multicultural. This research is initial study to explore the relationship between attitudes in learning language. The age of learner influences their struggle and spirit in learning the resources language. Motivation provides the main driving for student during the process of learning. Eventough they are part from family and stay in the boarding school for over the academic term. Moreover, this article discuses that attitude and motivation are among the main factor learning Arabic language. High motivation deliver considerable environment during school time. Student attitude and motivation is not a single form. There are many factors and conditions represent to the complexity of the situation. The findings implicate many aspect of teaching and learning. Indeed, motivation for learning target language is the source to sustain the process on the different aspects of teaching. Finally, there are many suggestions and recommendations for further study on the end part of article.

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“…Implementing models requires sticking supervision (Dinh, Rinfret, Raymond, & Thi, 2013;L. Evans, 2004 …”

Section: Procedures To Implement Eclectic Methodsmentioning

confidence: 99%

Implementation of Eclectic Method on Arabic Teaching and Learning

Wekke¹,

Maryam²

2018

Preprint

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ABSTRACT:Mastering both Arabic learning method and material substance should be done simultaneously. The fact shows that teachers are always facing new method and required to evaluate method they have implemented. In the other hand, they are also experiencing difficulties when implementing the method with no strong mastery of materials. Therefore, the two are should be mastered by teachers simultaneously. This paper discusses at least four considerations to implement eclectic method. The method which is considered having excellence in a time may be considered having shortcoming in another time. The implementation of Arabic language, particularly, is supervised and corrected by the sticking coach directly. Correcting and improving students" ability in Arabic language require a long process, not all incorrectness can be corrected directly, since the improvement of language requires times, stages and coach"s wisdom to motivate and guide the students. Finally, this paper presented that each of the very great number of methods existing, obviously, has its excellences and shortcomings.

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Towards the reconciliation of knowledge management and e‐collaboration systems

Cited by 17 publications

References 36 publications

Enterprise Content Management Systems as a Knowledge Infrastructure

Enterprise Content Management Systems as a Knowledge Infrastructure

Attitude and Learning Motivation on Arabic Learning in Muslim Minority of North Sulawesi

Implementation of Eclectic Method on Arabic Teaching and Learning

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