Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Information Systems Frontiers
Erschienen in: Information Systems Frontiers 4/2010

01.09.2010

Knowledge versus content in e-learning: A philosophical discussion

verfasst von: Gonçalo Jorge Morais Costa, Nuno Sotero Alves Silva

Erschienen in: Information Systems Frontiers | Ausgabe 4/2010

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

Historically education has been supported by technology; however, during the past three decades electronic technologies for educational purposes have been used to achieve better learning outcomes. There are two propositions regarding the use of computers for educational purposes; that is, people can learn “from” technologies or people can learn “with” technologies. The, e-learning literature reveals that technological and instructional perceptions are diffuse. Furthermore, only recently have the ethical and cultural issues been considered. The philosophical discussion within this paper considers these issues and explores the idea of knowledge or content in e-learning, teasing out the differences between these two concepts. In order to contextualize the debate, the literature is reviewed, and a philosophical debate using an inquiry example is presented.
Vorheriger Artikel Users’ involvement may help respect social and ethical values and improve software quality
Nächster Artikel Agents of responsibility—freelance web developers in web applications development

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Literatur
Abazi-Bexheti, L. (2008). Development of a learning content management system. International Journal of Systems Applications, Engineering & Development, 1(2), 1–5.
Akgun, A. E., Lynn, G. S., & Byrne, J. C. (2003). Organizational learning: a sociocognitive framework. Human Relations, 56(7), 39–868.
Alavi, M. (ed). (1997). KPMG peat Marwick U.S.: one giant brain. Boston: Harvard Business School Case Publishing.
Alavi, M., & Leidner, D. E. (2001). Review: knowledge management and knowledge management systems: conceptual foundations and research issues. MIS Quarterly, 25(1), 107–136.
Alter, S. (1996). Information systems: a management perspective. Thousand Oaks: Benjamin/Cummings.
Amaral, L. A., & Leal, D. (2004). From classroom teaching to e-learning: the way for a strong definition. Braga: Universidade do Minho.
Anderson, T. (2004). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 33–60). Atabasca: Atabasca University.
Antilla, J. (ed). (2001). Dokumenttien hallinta. Helsinki: Oy Edita Ab.
Askew, M. (2007). Scaffolding revisited: from tool for result to tool-and-result. In J. H. Woo, H. C. Lew, K. S. Park & D. Y. Seo (Eds.), Proceedings of the 31th conference of the international group for the psychology of mathematics education (pp. 33–40). Seoul: PME.
Awad, E. M., & Ghaziri, H. M. (2004). Knowledge management. Thousand Oaks: Prentice Hall.
Baird, L., Henderson, J. C., & Watts, S. (1997). Learning from action: an analysis for the center of army lessons learned. Human Resource Management, 36(4), 385–396.
Ball, D. L., & McDiarmid, G. W. (1990). The subject matter preparation of teachers. In R. Houston (Ed.), Handbook of Research on Teacher Education (pp. 437–449). New York: Macmillan.
Bergstedt, S., Wiegreffe, S., Wittmann, J., & Moller, D. (2003). Content management systems and e-learning systems: a symbiosis? In D. G. Sampson, M. Spector, V. Devedzic & Kinshuk (Eds.), Proceedings ICALT 2003 (155–159). Athens: IEEE Computer Society.
Bongalos, Y. Q., Bulaon, D. R., de Celedonio, L. P., de Guzman, A. B., & Ogarte, C. J. (2006). University teachers’ experiences in courseware development. British Journal of Educational Technology, 37(5), 695–704.
Brody, R. G., Kowalczyk, T. K., & Coulter, J. M. (2003). The effect of a computerized decision aid on the development of knowledge. Journal of Business and Psychology, 18(2), 157–174.
Brooks, C., Pasenar, R., & Greer, J. (2006). Social awareness in the iHelp courses learning content management system. In W. Nejdl & K. Tochtermann (Eds.), EC-TEL 2006 (pp. 34–44). Berlin: Springer-Verlag.
Bucat, R. (2004). Implications of chemistry education research for teaching practice: pedagogical content knowledge as a way forward. Chemistry Education: Research and Practice, 5(3), 215–218.
Buckland, M. K. (1991). Information as a thing. Journal of the American Society for Information Science, 428(5), 351–360.
Burger, T., & Westenthaler, R. (2006a). Why the combination of content and knowledge matters. research technical report. Salzburg: University of Innsbruck.
Burger, T., & Westenthaler, R. (2006b). Mind the gap—requirements for the combination of content and knowledge. In Y. S. Avrithis, Y. Kompatsiaris, S. Staab & N. E. O´Connor (Eds.), Proceedings of SMAT 2006 (pp. 1–2). Athens: CEUR-WS.
Bynum, T. W., & Rogerson, S. (eds). (2004). Computer ethics and professional responsibility. Oxford: Blackwell.
Carvalho, J. A., & Amaral, L. A. (1993). Matriz de actividades : um enquadramento conceptual para as actividades de planeamento e desenvolvimento dos sistemas de informação. Revista da Associação Portuguesa de Sistemas de Informação, 1, 37–48.
Cash, J. I., McFarlan, F. W., & McKenney, J. L. (1992). Corporate information systems management—the issues facing senior executives. Homewood: Business One Irwin.
Cavin, R. M. (2008). Developing technological pedagogical content knowledge in pre-service teachers through microteaching lesson study. In K. McFerrin, R. Webber, R. Carlsen & D. A. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 5214–5220). Chesapeake: AACE.
Chatti, M. A., Jarke, M., & Frosch-Wilke, D. (2007). The future of e-learning: a shift to knowledge networking and social software. International Journal Knowledge and Learning, 3(4/5), 404–420.
Clifford, J. (ed). (1988). The predicament of culture. Cambridge: Harvard University Press.
de Byl, P. B. (2007). A web 2.0/web 3D hybrid platform for engaging in e-learning environments. Turkish Online Journal of Distance Education, 8(3), 108–127.
Demetrios, G. S., Lytras, M. D., Wagner, G. & Diaz, P. (Eds.) (2004). Ontologies and the semantic web for e-learning. Special Issue of the IEEE IFETS Journal of Educational Technology and Society, 7(4), 26–28.
Dilnutt, R. (2002). Knowledge management in practice: three contemporary case studies. International Journal of Accounting Information Systems, 3(2), 75–82.
Efimova, L., & Swaak, J. (2002). KM and (e)-learning: towards an integral approach? In S. Gherardi & D. Nicollini (Eds.), Proceedings of the 2nd EKMF knowledge management summer school (pp. 63–69). Sophia: Knowledge Board.
Eining, M. M., & Dorr, P. B. (1991). The impact of expert system usage on experiential learning in an auditing setting. Journal of Information Systems, 5(2), 1–15.
Eisenhardt, K. M., & Martin, J. A. (2000). Dynamic capabilities: what are they? The Strategic Management Journal, 21(10/11), 1105–1121.
Foskett, A. C. (1977). The subject approach to information. Hamden: Linnet Books.
Furstenberg, G., Levet, S., English, K. A., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: the Cultura project. Language, Learning & Technology, 5(1), 55–102.
Gartner Group. (2002). The 2002 knowledge management hype cycle. Stamford: Gartner Group.
Gergen, K. J. (1995). Social construction and the educational process. In L. P. Steffe, J. E. Gale & J. Gale (Eds.), Constructivism in education (pp. 17–39). Hillsdale: Lawrence Erlbaum.
Grover, V., & Davenport, T. H. (2001). General perspectives on knowledge management: fostering a research agenda. Journal of Management Information Systems, 18(1), 5–23.
Gudmundsdottir, S. (1990). Values and pedagogic content knowledge. Journal of Teacher Education, 41(3), 44–52.
Hall, D. J., & Paradice, D. B. (2005). Philosophical foundations for a learning-oriented knowledge management system for decision support. Decision Support Systems, 39(3), 445–461.
Hall, D. J., Paradice, D. B., & Courtney, J. F. (2003). Building a theoretical foundation for a learning-oriented knowledge management system. Journal of Information Technology Theory and Application, 5(2), 63–89.
Hofstede, G. J. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320.
Horton, W. K. (ed). (2000). Designing web-based training: how to teach anyone, anywhere, anytime. New York: Wiley Computer Publications.
Jefferies, P., & Stahl, B. C. (2005). Some ethical considerations regarding the relationship of e-learning and pedagogy. In G. Collste, S. O. Hansson, S. Rogerson & T. W. Bynum (Eds.), ETHICOMP 2005. Linkoping: Linkoping University.
Jervis, M. D. (2008). Integrating physical and digital workspaces. In J. Holland, A. Nicholas & D. Brignoli (Eds.), NZCSRSC 2008 (pp. 222–225). Christchurch: University of Canterbury.
Jonassen, D. H., & Carr, C. S. (2000). Mindtools: affording multiple knowledge representations for learning. In S. P. Lajoie (Ed.), Computers as cognitive tools (pp. 165–196). Mahwah: Lawrence Earlbaum Associates.
Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 693–719). New York: Macmillan.
Jowett, B. (1899). Protagoras: dialogues of Plato. Michigan: The Colonial.
Jurubescu, T. (2008). The learning content management system. Revista Informatica Economicã, 4(48), 91–94.
Keegan, D. (1988). On defining distance education. In D. K. Stewart, D. Keegan & B. Holmberg (Eds.), Distance education: international perspectives (pp. 6–33). London/New York: Routledge.
King, W. R. (2005). Communications and Information processing as a critical success factor in the effective knowledge organization. International Journal of Business Information Systems, 1(1/2), 31–52.
King, W. R., Marks, P. V., & McCoy, S. (2002). The most important issues in knowledge management. Communications of the ACM, 45(9), 93–97.
Kohlberg, L. (ed). (1981). Essays on moral development. San Francisco: Harper & Row.
Kornai, A. (2008). On the proper definition of information. In T. W. Bynum, M. C. Calzarossa, I. D. Lotto & S. Rogerson (Eds.), ETHICOMP 2008 (pp. 488–495). Mantova: University of Pavia.
KPMG. (2000). The knowledge management research report 2000. London: KPMG International.
Kuhn, T. S. (1970). Reflections on my critics. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 231–278). Cambridge: Cambridge University Press.
Lassila, A., & Poyry, P. L. (2007). Online education and learning management systems from service—centered perspective source. In V. Koskov (Ed.), Proceedings of IASTED International Conference Web-Based Education (pp. 322–330). Anaheim: ACTA Press.
Leech, S. A., & Sutton, S. G. (2002). Knowledge management issues in practice: opportunities for research. International Journal of Accounting Information Systems, 3(2), 69–74.
Lytras, D. M., & Sicilia, M. A. (2005). Modelling the organizational aspects of learning objects in semantic web approaches to information systems. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 255–267.
Malhotra, Y. (2001). Expert systems for knowledge management: crossing the chasm between information processing and sense making. Expert Systems in Applications, 20(1), 7–16.
Markus, M. L., Majchrzak, A., & Gasser, L. (2002). A design theory for systems that support emergent knowledge processus. MIS Quarterly, 3(3), 179–212.
Martin, E. R., & Webb, D. (2001). Is e-learning good learning? In B. Brook & A. Gilding (Eds.), The ethics and equity of e-learning in higher education (pp. 49–60). Melbourne: Victoria University.
Marwick, A. D. (2001). Knowledge management technology. IBM Systems Journal, 40(4), 814–830.
Mascha, M. F. (2001). The effect of task complexity and expert system type on the acquisition of procedural knowledge: some new evidence. International Journal of Accounting Information Systems, 2(2), 103–124.
Mason, J. (2005). From e-learning to e-knowledge. In M. Rao (Ed.), Knowledge management tools and techniques (pp. 320–328). London: Elsevier Butterworth-Heinemann.
McKeever, S. (2003). Understanding web content management systems: evolution, lifecycle and market. Industrial Management & Data Systems, 103(9), 686–692.
McRobb, S., Jefferies, P., & Stahl, B. C. (2007). Exploring the relationships between pedagogy, ethics & technology: building a framework for strategy development. Technology, Pedagogy & Education, 16(1), 111–126.
Mihalca, R., Uţă, A., Andreescu, A., & Întorsureanu, J. (2008). Knowledge management in e-learning systems. Revista Informatica Economică, 2(46), 60–65.
Millard, D. E., Tao, F., Doody, K., Woukeu, A., & Davis, H. C. (2006). The knowledge life cycle for e-learning. International Journal of Continuing Engineering Education and Life-Long Learning, 16(1/2), 110–121.
Nagi, K. (2006). Solving ethical issues in e-learning. Special Issue of the International Journal of the Computer, the Internet and Management, 14(SP1), 7.1–7.6.
Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 1(5), 14–37.
Nonaka, I. (2002). A dynamic theory of organizational knowledge creation. Organizational Journal of Strategic Information Systems, 11(2), 85–107.
Nonaka, I., & Takeuchi, H. (1995). The knowledge creating-company: how Japanese companies create the dynamics of innovation. New York: Oxford University Press.
Nonaka, I., Reinmoller, P., & Toyama, R. (2001). Integrated information technology systems for knowledge creation. In M. Dierkes, A. B. Berthoin, J. Child & I. Nonaka (Eds.), Handbook of organizational learning and knowledge (pp. 827–848). Oxford: Oxford University Press.
Ornstein, A. C., Thomas, J. L., & Lasley, T. J. (eds). (2000). Strategies for effective teaching. New York: McGraw-Hill.
Oxford Dictionary. (2008). Oxford english dictionary. Oxford: Oxford University Press.
Phillips, J. T. (2000). Will KM alter information managers’ roles? Information Management Journal, 34(3), 58–59.
Podoleanu, M. C. (2005). The learning content management system. Economy Informatics, 1(4), 67–71.
Poston, R. S., & Speier, C. (2005). Effective use of knowledge management systems: a process model of content ratings and credibility indicators. MIS Quarterly, 29(2), 221–244.
Prusack, L. (2001). Where did knowledge management come from? IBM Systems Journal, 40(4), 1002–1007.CrossRef
Reeves, T. C. (1999). A research agenda for interactive learning in the new millennium. In B. A. Collis & R. Oliver (Eds.), Proceedings of world conference on educational multimedia, hypermedia and telecommunications 1999 (pp. 15–20). Chesapeake: AACE.
Reynolds, M. (1997). Learning styles: a critique. Management Learning, 28(2), 115–133.
Richards, C. (2004). From old to new learning: global dilemmas, exemplary Asian contexts, and ICT as a key to cultural change in education. Globalization, Societies and Education, 2(3), 337–353.
Richter, C., Allert, H., & Nejdl, W. (2005). Minimal activity plans: artifacts for self-organized learning within organizations. In E. M. Ras, M. Memmel & S. Weibelzahl (Eds.), First workshop on learner-oriented knowledge management & KM-oriented E-Learning (pp. 166–169). Kaiserslautern: Springer Verlag.
Ronchetti, M., & Saini, P. S. (2004). Knowledge management in an e-learning system. In L. C-K, E. S. Kinshuk, D. G. Sampson, I. Aedo, L. Uden & E. Kahkonen (Eds.), Proceedings of ICALT’04 (pp. 365–369). Joensuu: IEEE International.
Rose, J. M. (2005). Decision aids and experiential learning. Behavioural Research in Accounting, 17(1), 175–189.
Rose, J. M., & Wolfe, C. J. (2000). The effects of system design alternatives on the acquisition of tax knowledge from a computerized tax decision aid. Accounting, Organizations and Society, 25(3), 285–306.
Rowley, J. (1998). What is information? Information Services & Use, 18(4), 243–254.
Sallis, E., & Jones, G. (eds). (2002). Knowledge management in education: enhancing learning & education. London: Kogan Page.
Schulmeister, B. R. (ed). (2003). Lernplattformen für das virtuelle lernen, evaluation und didaktik. Munique: Oldenburgo.
Sehring, H. W., Bossung, S., & Schmidt, J. W. (2006). Content is capricious: a case for dynamic system generation. In Y. Manolopoulos, J. Pokorný & T. K. Sellis (Eds.), ADBIS 2006 (pp. 430–445). Thessaloniki: Springer-Verlag.
Shulman, L. S. (1988). Disciplines of inquiry in education: an overview. In R. M. Jaeger (Ed.), Complementary methods for research in education (pp. 3–17). Washington: AERA.
Sigrén, P., & Holmqvist, H. (2005). Syntes och analys av tidigare kravspecifikationer för upphandling av lms inom den svenska högskolan 2000–2004. Härnösand: Myndigheten för Sveriges nätuniversitet.
Silva, N. S. A. (2007). An investigation on the impact of culture and ethics on the implementation of e-university. MPhil/PhD transfer document. Leicester: De Montfort University.
Small, G. W., & Vorgan, G. (2008). iBrain: surviving the technological alteration of the modern mind. New York: Harper Collins.
Smedley, G. A., & Sutton, S. G. (2004). Explanation provision in knowledge-based systems: a theory-driven approach for knowledge transfer designs. Journal of Emerging Technologies in Accounting, 1(1), 41–61.
Snowden, D. J. (2000). The paradox of story. Journal of Scenario and Strategy Planning, 1(5), 16–20.
Stahl, B. C. (2002a). Ethical issues in e-teaching—a theoretical framework. In G. King, M. Ross, G. Staples & T. Twomey (Eds.), Proceedings of INSPIRE VII, quality in learning and delivery techniques (pp. 135–148). Limerick: The British Computer Society.
Stahl, B. C. (2002b). Ethics and e-teaching: the students’ perspective. Communications of the IIMA, 2(3), 51–62.
Stahl, B. C. (2005). E-voting: an example of collaborative e-teaching and e-learning. Journal of Interactive Technology & Smart Education, 2(1), 19–30.
Stahl, B. C. (2007). Privacy and security as ideology. IEEE Technology and Society Magazine, 26(1), 35–45.
Turban, E., King, D., Lee, J. K., & Viehland, D. (eds). (2006). Electronic commerce: a managerial perspective. Thousand Oaks: Prentice Hall.
Weller, M. J. (2007). Virtual learning environments: using, choosing and developing your VLE. London: Routledge.
Wickramasinghe, N., & Mills, G. L. (2002). Integrating e-commerce and knowledge management—what does the Kaiser experience really tell us. International Journal of Accounting Information Systems, 3(2), 83–98.
Williams, M. C. (2002). A conversation regarding ethics in information systems educational research. In A. Salehnia (Ed.), Ethical Issues of Information Systems (pp. 164–176). Hershey: IRM Press.
Wilson, S. M., Schulman, L. S., & Richért, A. E. (1987). 150 different ways of knowing: representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers´ thinking (pp. 104–124). London: Cassell Education.
Wright, K. (2005). Personal knowledge management: supporting individual knowledge worker performance. Knowledge Management, Research and Practice, 3(3), 156–165.
Yordanova, K. (2008). Integrated solution for learning content management systems development. In V. Uskov (Ed.), Web-Based Education 2008 (pp. 125–128). Innsbruck: ACTA.
Zollo, M., & Winter, S. G. (2002). Deliberate learning and the evolution of dynamic capabilities. Organization Science, 13(3), 339–351.
Metadaten
Titel
Knowledge versus content in e-learning: A philosophical discussion
verfasst von
Gonçalo Jorge Morais Costa
Nuno Sotero Alves Silva
Publikationsdatum
01.09.2010
Verlag
Springer US
Erschienen in
Information Systems Frontiers / Ausgabe 4/2010
Print ISSN: 1387-3326
Elektronische ISSN: 1572-9419
DOI
https://doi.org/10.1007/s10796-009-9200-1

Weitere Artikel der Ausgabe 4/2010

Information Systems Frontiers 4/2010 Zur Ausgabe

OriginalPaper

Users’ involvement may help respect social and ethical values and improve software quality

OriginalPaper

Increasing the efficiency of business processes using a theory of constraints

OriginalPaper

The ethics of video games: Mayhem, death, and the training of the next generation

OriginalPaper

Ethical implications of internet monitoring: A comparative study

OriginalPaper

Agents of responsibility—freelance web developers in web applications development

EditorialNotes

Ethics and information systems — Guest editors’ introduction