Knowledge Development in E-Learning Environments

1. Knowledge Developmentin E-Learning Environments Markus Haag Developing People InternationallyKonstanz, Germany - 28 Sep 2007

2. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective Outline 1. Culture and e-learning 2. SECI model 3. Cross-cultural differences of the SECI modes 4. SECI model: impact of culture in e-learning 5. PhD research Markus Haag - Developing People Internationally Konstanz

3. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective 1. Culture and e-learning (E-)learning is situated and contextualised, relevant only in a mutually shared and negotiated context (Lave and Wenger, 1991)  context is defined by culture context also shaped by individual learning styles and different educational systems Internet: both a culture of its own and created by culture? Hofstede (1986) names the following cross-cultural differences in learning: -- differences in social positions of teachers and students-- differences in the relevance of the curriculum/content-- differences in profiles of cognitive abilities, and-- differences in expected patterns of teacher/student and student/student interaction Markus Haag - Developing People Internationally Konstanz

4. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective tacit to explicit tacit to tacit 2. SECI model -1- SECI:-- four modes of knowledge conversion (socialisation, externalisation, combination, internalisation) -- continuous interaction between explicit and tacit knowledge explicit to explicit explicit to tacit Markus Haag - Developing People Internationally Konstanz

5. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective 2. SECI model -2- Integrating the concept of culture into KD in e-learning systems: -- Cultural value dimensions-- Offline learning and its context-- Online learning and its context-- Learning styles (cultural and individual)-- Interpersonal communication across cultures-- E-learning system usability Highly interdependent, becoming more salient or less salient depending on context and situation Markus Haag - Developing People Internationally Konstanz

6. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective 3. Cross-cultural differences of the SECI modes – General Culture determines behaviour Problem: different levels of culture national, regional, gender, generation, class, organisational, etc. Ba: “a platform for advancing individual [italics by the presenter] and/or collective knowledge” (Nonaka and Konno, 1998, p. 40)shared space for knowledge creation  cultural context for learning, analogous to the notion of ‘situated learning’ (Lave and Wenger, 1991) Plurality of ba; ba can be connected to another ba (Nonaka, Toyama and Konno, 2000) difficult to group e-learning processes into one specific ba Markus Haag - Developing People Internationally Konstanz

7. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective 3. Cross-cultural differences – Socialisation and originating ba Hypothesis S.1: E-learners from countries high on collectivism prefer to communicate when invited by their in-group to do so, whereas e-learners from countries high on individualism assert their individual opinion openly S.2: E-learners from countries high on collectivism are less likely than e-learners from countries high on individualism to express feelings, emotions and attitudes in online communication S.3: E-learners from a high power-distance culture are less likely than e-learners from a low power-distance culture to challenge the views of e-tutors S.4: E-learners from countries high on individualism focus more on the task in hand whereas e-learners from countries high on collectivism strive to maintain harmonious interpersonal relationships, also at the expense of achieving a task, if necessary Markus Haag - Developing People Internationally Konstanz

8. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective 3. Cross-cultural differences – Externalisation and interacting ba Hypothesis E.1: E-learners from countries high on individualism prefer to work through the learning materials on their own, whereas e-learners from countries high on collectivism prefer to work in groups E.2: E-learners from countries high on collectivism are less likely than e-learners from countries high on individualism to criticise peers openly in chats or asynchronous discussion forums E.3: E-learners from a high-context culture feel more uncomfortable than e-learners from a low-context culture when they interact with peers via online channels due to lack of contextual cues Markus Haag - Developing People Internationally Konstanz

9. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective 3. Cross-cultural differences – Combination and cyber ba Hypothesis C.1: E-learners from countries high on individualism prefer educational content (texts, videos, quizzes, other exercises, etc.) that tells them the ‘why’ and ‘how’, whereas e-learners from countries high on collectivism prefer to learn the ‘what’ C.2: E-learners from a high uncertainty avoidance culture prefer structured learning experiences (e.g. a linearly-structured online course), whereas e-learners from a weak uncertainty avoidance culture prefer self-guided and open learning experiences C.3: E-learners from a high power distance culture are more likely to prefer tasks set and discussions moderated by an e-tutor rather than one’s peers than e-learners from a low power distance culture Markus Haag - Developing People Internationally Konstanz

10. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective 3. Cross-cultural differences – Internalisation and exercising ba Hypothesis I.1: • different use of their newly acquired knowledge, expertise and skills, because of different cognitive background and situational context Markus Haag - Developing People Internationally Konstanz

11. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective 4. SECI model: impact of culture in e-learning Markus Haag - Developing People Internationally Konstanz

12. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective 5. PhD research • focus on knowledge development processes and learning outcomes from the point of view of the learners • focus groups, one-to-one interviews, surveys • work-in-progress: shift from Hofstede to Schwartz • applying and modifying the SECI model for individual knowledge development (as opposed to organisational knowledge creation) Comments / suggestions regarding methodology etc.? Markus Haag - Developing People Internationally Konstanz

13. Knowledge Developmentin E-Learning Environments A Cross-Cultural Perspective Thank you very much. Contact: markus.haag@beds.ac.uk Markus Haag - Developing People Internationally Konstanz