Knowledge Transfer in Online Learning Environments: Fact or Fallacy ?

Knowledge Transfer in Online Learning

Environments: Fact or Fallacy?

Jackie Krause, PhDStephanie YoungGonzaga, DMJan Tucker, PhD

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19th Annual Sloan-C International Conference for Online LearningKnowledge Transfer in Online Learning Environments: Fact or Fallacy?

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Problem Statement

• The flexibility of online college programs often appeals to non-traditional students but does this instructional format provide a vehicle for authentic transfer of knowledge?


How is Knowledge Transfer different than Learning?

• Learning or creating knowledge = • Acquiring knowledge and skills through

study (Kiehl, 2004)• Highly social process

• Knowledge transfer = • Learning from the experiences of others

Creating and transferring knowledge is a core principle of

higher education19th Annual Sloan-C International Conference for Online LearningKnowledge Transfer in Online Learning Environments: Fact or Fallacy?

Online vs. Traditional Education

• 66% of academic leaders rate learning outcomes of online equal or better than comparable traditional courses (Allen & Seaman, 2010)

• Learning effectiveness and student satisfaction are also similar (Picciano, 2006; Prendergast, 2004; Dave, 2010)

• Online learning is an effective medium for non-traditional students


Online Discussion Forums

• Backbone for the online learning class• Fosters faculty-to-student and student-to-student

connections• Promotes collaborative learning and problem

solving• May help students apply classroom knowledge to

real world experiencesQuestion: Do discussion forums provide an effective means of transferring knowledge among online students?


Research

• Little research that examines the role of online discussion forums in knowledge transfer

• Authentic knowledge transfer may be possible in online discussion forums, but there is not enough empirical evidence to support this

• Currently there is a focus on application of classroom knowledge in the work place


Discussion

• Currently discussion questions:1) Are not worded to encourage critical thinking (read and regurgitate)2) Do not encourage internalization/externalization of knowledge3) Do not encourage authentic knowledge transfer with the responses


Discussion (continued)

Many discussion questions are written at a lower level of Blooms taxonomy (define, explain) and ask questions in ways which do not promote critical thinking and analysis.

Example from a graduate level organizational behavior class: Differentiate between coaching and mentoring.

Provide an example to support how either of the two was used successfully in your current or past work life.


Discussion – Proposed Model


Knowledge Transfer Enablers

• Trust/Reputation – Nonaka & Takeuchi (1995), Yoo & Torrey (2002), Levin, Corss, Abrams, & Lesser (2004)

• Creativity/Innovation – Davenport & Prusak (2000)• Drawing on existing Knowledge – Polyani (1966),

Lave & Wenger (1991)• Real-world application – Powell & Murray (2012),

Davenport & Prusak (2000)• Knowledge Stewardship – DeLong (2004)


Discussion Re-focused

• Re-written focusing on the five key elements: Trust/reputation, creativity/innovation, draws on existing knowledge, real world application and stewardship


Discussion Revised - Setup

A great book on mentoring is Mentoring: The Tao of Giving and Receiving Wisdom by Chungliang A. Huang. In the book the author speaks of mentoring as an experience where the two share wisdom; where each learns and grows as a result of the sharing. I once had a mentoring relationship like that. I was lucky enough to have a mentor that looked forward to our meetings, came prepared, and shared openly, not just advice, but of personal experiences. During these meetings, we found that we had similar backgrounds and professional styles. Because of her openness and willing to listen, she was able to guide me along, never making suggestions that were uncomfortable or did not fit my personality. 19th Annual Sloan-C International Conference for Online LearningKnowledge Transfer in Online Learning Environments: Fact or Fallacy?

Discussion Revised - Setup

It can take time to build trust in a mentoring relationship but by sharing personal experiences, my mentor gained my trust and respect in a short period of time making me more receptive to her thoughts and ideas.


Discussion Revised – Question(s)

Having a successful coaching or mentoring experience means that you must be open to the learning opportunities and new possibilities. How open and receptive are you to the coaching/mentoring experience?• In approximately 250 words:• Provide an example of a successful coaching or

mentoring example you have experienced in your work or personal life.

• Explain what it was about your example which made it successful.


Discussion Revised – Question(s)

• In describing your coach or mentor, describe the qualities you feel he or she exhibited that made this person a successful coach or mentor.

• What can you take away from what you learned from your experience as well as the experiences presented by the instructor and your classmates in this forum, to apply to your coaching/mentoring approach?


Revised Discussion Focus

• The revised discussion question establishes the instructor as knowledgeable of the topic by drawing on experiences the instructor had with mentoring.

• This may build trust between the instructor and the student as the student may be more likely to share personal experiences since the instructor has done the same.


Revised Discussion Focus

• The prompt focuses on pulling information and knowledge from students and showing them through example how to apply these concepts to real world applications.

• The creating and sharing of experiences may promote knowledge stewardship as students discover, create and share their stories as they make connections between the topic presented and real world applications.


CONCLUSION

• It is important that these discussions yield the expected results by providing students a mechanism for authentic knowledge transfer to occur.

• At present, there are improvements that need to be made in both the content of the discussion questions and the types of engagements that occur during the discussions. (student-student, faculty-student)


CONCLUSION

• As noted by the proposed model, the authors suggest that knowledge transfer occurs in discussion forums when the enablers of trust/reputation, creativity/innovation, expression of existing knowledge, real world application, and knowledge stewardship are actively encouraged.

• Discussion questions should be worded in a manner that encourages students to think of ways in which they have or may apply the information (example, scenario-based questions)


19th Annual Sloan-C International Conference for Online Learning

Conclusion (continued)

• Faculty should share their own “real world” experiences and seek comments from their students. Trust!

• Students should be encouraged to share their own experiences with a critical eye on what worked well and what might be done differently to encourage a different outcome. While drawing on existing experiences, students can be encouraged to convert that experience into future knowledge.

Future Research

• Qualitative review of course discussion responses from one graduate course in organizational behavior.

• Through a qualitative analysis, researchers will be able to examine the essence of the conversations that occur within the discussion threads.

• The authors will look for knowledge transfer through the lens of the proposed model.


Future Research

• This analysis may provide insights into the nature of knowledge transfer that may occur in the classroom and if the enablers proposed through this model are present within these discussions.

• This research should prove beneficial for instructional designers/content experts as a means of developing discussion questions that support authentic knowledge transfer and to faculty by providing recommendations for prompting behaviors within the discussions that will encourage the needed behaviors.


Questions?

• Jackie Krause, [email protected]

• Stephanie YoungGonzaga, [email protected]

• Jan Tucker, [email protected]





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Knowledge Transfer in Online Learning Environments: Fact or Fallacy ?