Knowledge management modeling to e-learning ...

technics technologies education management

Knowledge management modeling to e-learning excellence Zivadin Micic1, Milica Tufegdzic2 1 2

Department of IT, Technical faculty Cacak, University of Kragujevac, Serbia, Machine-electrotehnical school, Krusevac, Serbia.

Abstract This paper presents basic principles/elements of original, hybrid developed 3D model for knowledge management with IT for E-learning, concerning 12 key aspects/criteria on the level of quality management and with the aim of excellence modeling, supported by the examples of LMS - tool Moodle. The possibilities of E-learning improvement and implementation are shown by quantitative and qualitative analysis, through basic influential model factors: 1) terminology and leadership, 2) organization, 3) personnel, 4) development, 5) standardization, 6) environment, 7) innovations, 8) processes management, 9) resources and technologies, 10) evaluation and interface, 11) knowledge preservation, as well as 12) application results. Survey research covers all relevant factors. Process approach is supported by the results of original hybrid model application for knowledge management towards E-learning excellence with LMS Moodle. Key words: E-learning, Knowledge management (KM), Excellence modeling, LMS Moodle 1. Introduction In the last few years, the concept of knowledge management, which has its roots in organizational learning, has been used in various disciplines. In the international classification of standardization E-learning is ranked within multidisciplinary IT (ICS = 35 - IT... = subfield: 35.240.99 – Applications of Information technology for Elearning), [1]. In modern IT and artifical inteligence, knowledge - 28.01.03 is the third standardized term in Volume 6 / Number 4 / 2011

the first part of the 28th vocabulary - a collection of facts, events, beliefs, and rules, organized for systematic use, according to ISO/IEC 238228:1995, [2]. Modern IT can collect information, systemize structure, store, combine, process, distribute and represent important information, followed by suggestions for problem solving (12), as it is shown in Figure 1.

Figure 1. IT and interelations of basic terms in knowledge based systems, [3] IT and knowledge bases can be sucessfully integrated through different stages, including 12 areas of standardized IT, in interaction through 12 aspects of knowledge management model towards E-learning excellence. In order to form and select key criteria of knowledge management model during modeling, the study analyzes many literature reviews, ISO/ IEC standards, book analysis, Internet, journal papers and conference proceedings. Descriptive and exploratory methods have been used in this research. 1333

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1.1 Starting hypotheses The purpose of this study is to model knowledge management and to examine Learning Management System (LMS) Moodle (Modular Object-Oriented Dynamic Learning Environment), Software package for producing Web courses (www.Moodle. org), which is used in E-learning (teaching, education, training) through 12 aspects of Excellence model, as well as to prove suggested hypotheses: –– H1 - knowledge and databases management (from data bases and expert systems in "microprocesses", etc.) in IT is similar to knowledge management in human macroprocesses (E-learning excellence) and can be modeled and simultaneously analyzed through 12 standardized parts of IT, –– H2 - on the road to E-learning excellence, knowledge management is defined and arranged (with the possibility of standardization) through 12 key criteria (aspects at the quality assurance level), –– H3 - knowledge management is at the level of quality management and LMS, as well as at the level of the excellence model with numerous comparable criteria/aspects for quality assurance, –– H4 - key knowledge management criteria/aspects allow further development of sub-criteria and their application in practice at the process level (examples of knowledge management research through LMS Moodle, etc.): ○○ sub-criteria at process level are those that can be set in the third dimension (LMS Moodle), and that are at the intersection of the microprocesses (IT for E-learning) with traditional learning macroprocesses; ○○ E-learning results achievable in an educational institution are independent from higher levels (state level or implementation level, according to statistics on higher education) and directly dependent on the objectives of the teaching staff and the trainees themselves (pupils/students) as a team support of key factors, etc.; ○○ the environment is related to resources, for example, Moodle courses administration, etc.; 1334

○○ the need for innovation is confirmed and implied by the innovation of surveys and includes innovation of these, etc.; ○○ there are numerous sub-criteria for excellence modeling. Therefore, there is a strong need for editing/standardization of E-learning, etc.; ○○ assessment sub-criteria can be debatable without standardization, etc. 2. Modeling of knowledge management towards E-learning excellence A part of knowledge can be stored in knowledge bases. However, looking at it from a different perspective, knowledge can be memorised in human brains as information combined with experience, context, interpretation, contents, intuition and creativity. Information, which can be stored in computer (as data), becomes knowledge after being processed in the memory of an individual. This knowledge will again become information when it is clearly articulated or exchanged with other individuals in the form of text, from the output unit, and in order to solve problems. 2.1 Modeling of knowledge management Knowledge management, with numerous models, comprises a range of strategies (from top to bottom) and practices (from bottom to top) used in organizations for identifying, organizing, creating, processing, storage and distribution of knowledge, in order to solve various problems. Such a deductiveinductive approach and experiences contain knowledge, either possessed by individuals or arranged in service processes or organizational practice, with or without the support of IT, with or without software solutions and accompanying modern tools. 2.1.1 Definitions of knowledge management in the formation of the original hybrid model Knowledge management includes: numerous strategies (2), set of recources (9) and activities (...8...) for collecting and/or creating knowledge Volume 6 / Number 4 / 2011

technics technologies education management

(4), storing (11), distribution of knowledge (3, 5, 6) and knowledge application (12), in order to increase overall productivity and solve problems, with the prior definition of clear objectives (1) and content selection (2) which should be achieved in the process of knowledge management, Fgure 2.

Figure 2. Activities and resources for knowledge management Knowledge management describes the process of creating and developing (4), finding (1), organizing (2), using (12) and sharing of knowledge (5-6), and supports learning (8). The main goal of knowledge management is to identify (3), capture (11), manage (1-12), analyze (7), and extract knowledge from various sources within an organization and place it into a structured, organized format (2) that can be shared. Knowledge management assumes collecting (4), organizing (2) and distributing information (5, 6) in such forms that it can be practically used (12), [4]. It is found at the intersection of several disciplines and practices like: cognitive sciences, information sciences, document management, decision support systems, organization sciences, [5]. It has its roots in organizational learning and strategic management. The purpose of Knowledge management system is to organize (2) preservation (11) and manipulation of knowledge (10). Therefore, its basic funcionalities are to generate (4), store (11), distribute (8) and apply (12), [6]. Processes of application (12), generation (4), storage (11) and distribution (8) of knowledge are critical for effective exchange of competences and experience among students (3). Knowledge can be individual or collective, [7]. Individal knowledge can be created and exists in individuals - leaders (1), whereas collective or social knowledge is created by and stored in “partnership“ groups (on the Internet - 5, in the LAN - 6, etc.). Nonaka and Tacheuchi (1995) - [8], propose the "SECI Model" that transforms knowledge Volume 6 / Number 4 / 2011

from one form to another: which is defined in ISO/ IEC 2382-1 vocabulary as an analogy to define processes, here the process model. Probst, G., Raub, S., & Romhardt, K. (1997) [9], propose a commonly used framework which is made of eight interrelated modules, such as: knowledge goals (1), identification (3), development (4), distribution (5, 6), preservation (11), use (12), acquisition (7) and measurement of knowledge (10). These modules structure the knowledge management process in logical phases, help in identifying the source of knowledge problems (1) and indicate the need for intervention (12). Alavi and Leidner (2001) - [10], present the third model and distinguish four processes within it: creation (4), storage (11) search (3), transfer (5, 6) and application of knowledge (12). 2.1.2 Connection criteria: IT (E-learning), knowledge management and LMS tools (Moodle) Our original hybrid model of E-learning, as a combination of traditional and E-learning, quality management and EFQM (European Foundation for Quality Management), has been developed by the implementation of knowledge management, supported by IT and LMS Moodle, through 12 key criteria, aiming towards excellence (where the key criteria are on the diagonal of 3D model: IT (ELearning) (x) – Knowledge management (y) – LMS Moodle (z), for x = y = z =1, 2, 3, ...12), Figure 3.

Figure 3. Connection criteria of IT (E-learning) Knowledge management - LMS in original 3D model 1335

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(1.1.1) leadership, supported by standardized ISO/IEC IT terminology in knowledge management iniciatives; (2.1.2) the strategy of the organization as a common criterion. E-learning is not often associated with knowledge management. However, some common points as well as distinctions can be identified. E-learning and knowledge management share the same, common strategy of creating a learning organization, [11]; (2.2.2) organization, with the concept of knowledge coding and knowledge transfer in educational institutions: training and professional development programs of employees, processes, procedures, reports, instructions, metadata; (3.3.3) team support (collaborative technology), where the transfer of knowledge appears at different levels and directed towards different target groups: between individuals, groups and from individuals to groups and to entire organization, to the person who is in charge of knowledge transfer, and should convey the proper context in the manner in which it can be used (3.3.12) and remembered (3.3.11); (4.4.4) software development for E-learning conditioned by educational needs in the 21st century, has brought about important changes in knowledge management processes in educational institutions, and a part of survey results which should provide feedback through innovation is presented in later sections of the paper (4.4.7); (5.5.5) standardization of IT and E-learning has certain advantages for educational institutions, teachers, students and the Internet market; (5.11.12) Internet technologies as a key criterion. E-learning is continuous assimilation of knowledge and skills stimulated by synchronous and asynchronous learning events - and sometimes knowledge management outputs - which are authorized, delivered, deployed, and administered with the aid of Internet technologies (5), [12]; (6.6.6) the environment with news in the field of knowledge management has the possibilitties of using modern IT (for instance, Internet, Intranet, browsers, data storage, software agents, network expert systems), in supporting the creation, sharing and exchange of knowledge within organizations and between them; (7.7.7) visualization and innovations, through 1336

LMS Moodle application, can solve the problem of interfunctional knowledge transfer (for example, communication between different activity participants and experts); (8.8.8) processes are in the central focus of knowledge management: knowledge management addresses learning as a part of knowledge sharing process and pays more attention to specific forms of informal learning or providing access to learning resources (8.8.9) or experts (8.8.3); (9.9.9) recources with new technologies are unavoidable elements of LMS Moodle, and „knowledge“ about IT has been standardized by international ISO/IEC standards (9.9.5); (x.10..z) assessment as a key criterion. Elearning and knowledge management assess how successful the users are in learning process and in the case of knowledge management the users are also assessed with respect to their ability to share and reuse knowledge. In E-learning systems the assessment is carried out by formal testing of the user’s ability to apply, combine and classify newly acquired knowledge. The assessment in knowledge management systems focuses on improving competent performances, [13]; (10.y.z) interrelation and integration – the model is integrated horizontally and vertically in Serbian educational system, from terminology to the results of application, and all resources and accompanying activities for knowledge management, through E-learning excellence, are interconnected within the Excellence model configuration; (11.11.z) knowledge - E-learning and knowledge management issues converge towards new paradigms, promoting "doing while learning and learning while doing"; (x.11.z) knowledge dissemination in correlation with the resources (x.11.9) and the needs of users (x.11.1). Both E-learning and knowledge management aim at improving individual, team and organizational performances (2) by knowledge dissemination. E-learning delivers knowledge by assigning instructionally designed learning resources (9) to individuals, while knowledge management systems store and convey knowledge according to individual skills, competencies and needs of users (1); (12.y.z) E-learning and Knowledge management do the same “things” in different ways. EVolume 6 / Number 4 / 2011

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learning delivers processed knowledge (11) - it takes subject matter expertise, puts it through an instructional design process and presents the results in an obvious framework (12), [12]; (7.12.z) results - knowledge visualization offers a systematic approach to the ways in which visual representations can be used for the transfer of knowledge in order to increase its speed and and quality. 2.2 Knowledge management model in Elearning The EFQM Excellence model has its origins in Total Quality Management (TQM). It is a holistic framework and it is most successful when interpreted as such. Figure 4 shows Excellence Model as a base for excellence application in higher education, through 12 aspects.

Figure 4. Knowledge management and Elearning through Excellence Model and LMS tools Many criteria occur on the way from leadership to results (8 bearers and 4 results, totally 12 criteria and over 32 sub-criteria, [14]). On the same way, but in the opposite direction, improvements and learning close the cycle of feedback, [15]. According to Bhatt D., [16] a key element of a knowledge management concept is a requirement concerning People (1, 3), Processes (8) and Technology (9) in tandem. Used in the same way as it is developed, the Excellence Model provides an ideal framework for management and continuous improvement of E-learning in higher education. By extending EFQM Excellence model and "SECI Model", based on Probst - [9], Alavi and Volume 6 / Number 4 / 2011

Leidner - [10], 12 elements of knowledge management model towards E-learning excellence - with innovations through LMS Moodle, can be defined: 1. leadership and terminology, through socialization and internalization, by standardization of terminology and by identification of people with specific skills and knowledge in an organization; 2. organization, through combination, where knowledge is organized in the way that more efficient and effective acquisition of new knowledge is enabled; 3. administration and teamwork support, through cognition, where students can get support when they need it; 4. development, through knowledge creation; 5. externalization, distribution with knowledge preservation, when knowledge is stored in a system with the aim of teaching others; 6. knowledge sharing in adequate environment, and its transfer; 7. innovated LMS (described in detail in the later sections of the paper); 8. knowledge acquisition, through internalization and socialization; 9. resources and technologies, through the use of different forms for representation of knowledge; 10. knowledge measurement, integrated through cognition, evaluation and assessment, providing feedback from students on acquired material; 11. knowledge preservation and storage, by connecting declarative, procedural, causal, located and relational knowledge; 12. knowledge application and results (survey results sample). 2.2.1 LMS Moodle While portals provide gateways to learning resources, Learning Management Systems (LMS) provides the functionality. LMS uses Internet technologies to manage the interactions between users and learning resources. In addition, LMS is essential for creating an environment where employees can plan, access, launch, and manage Elearning on their own, [17]. 1337

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Experiences concerning the LMS tool Moodle implementation, at Technical faculty Cacak, will indicate, through the survey results, the necessity of more active implementation of already mentioned hybrid model. 3 Research, participants and results 3.1 Research analysis of E-learning in higher education in Serbia The Internet research was conducted at the end of August and at the beginning of September 2010, as a starting point for achieving excellence in higher education in Serbia. The objective of the research was to collect data about schools of professional studies and faculties, in order to provide a platform for E-learning (LMS), E-materials and the possibilities for distance learning. The conducted research covered 140 faculties (80 state and 60 private faculties) and 75 schools of professional studies (49 state and 26 private schools) in Serbia. According to the data obtained by Higher Education Reform Experts (HERE team - http://www. tempus.ac.rs/here), higher education system in Serbia consists of: –– - more than 7593 teachers, –– - more than 200000 students (235940 students in total – in 2008/09 school year), –– - 54 510 newly enrolled students in 2009/10, out of which more than 24000 are on a budget, –– - more than 50000 newly enrolled students in 2010/11, –– - there are 26 students per teacher in Serbia (compared with 10-12 students per teacher in EU), –– - 14158 students at The university of Kragujevac (http://www.kg.ac.rs and http:// sr.wikipedia.org/sr-el/), 811 employees (teaching staff), and approximately 1000 students at Technical Faculty Cacak which is a branch of the University, etc. According to the obtained data for 2009/10 school year, five schools (10.29%) out of 49 state schools of professional studies have the platform for E-learning (LMS), only four schools (8.16%) 1338

have E-teaching materials, whereas distance learning is not offered by any of them. Three schools (11.53%) out of 26 private schools of professional studies have the platform for E-learning (LMS), two of them (7.69%) have E-teaching materials, whereas only three schools (11.53%) offer distance learning. Six faculties (7.5%) out of 80 state faculties have LMS, twelve of them (15.0%) have E- teaching materials, and only one of them (1.25%) offers distance learning. Two private faculties (3.33%), out of 60, have LMS, nine (15.0%) provide, Eteaching materials, and only three faculties (5.0%) offer distance learning. This quantitative analysis indicates the need for having more LMS tools, E-teaching materials and distance learning in the higher education institutions. Besides standardization criterion (and bylaws) and competition (state - private institutions), other basic conditions for realization of knowledge management towards E-learning excellence are independent of higher (state) level support: leaders are between teachers and assistant teachers (1), resources can be of Open source type - like LMS Moodle (9), innovation is implied (7), although it cannot be realized without strong enthusiasm and goals higher than financial motivation. 3.2 Methodology of sample surveys 3.2.1 Research design, settings and participants In qualitative - survey research conducted in January 2010, the data about the application of Moodle teaching (http://itlab.tfc.kg.ac.rs/moodle/) were obtained from fourth-year students, in order to test the set hypotheses. Taking into consideration that the given sample included 56 students enrolled in Technical faculty Cacak, 26 part-time and 30 full-time students, the additional hypothesis was introduced in order to test how the opinions of these two student groups differentiate on the application of hybrid teaching model. Table 1 shows the demographic description of the sample.

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Table 1. Demographic description of the sample Demographic Frequency category Gender Part-time students Female 11 Male 15 Full-time students Female 8 Male 22 Sample Female 19 Male 37

Percentage (%)

42.31 57.69 26.67 73.33 33.93 66.07

3.2.2 Instruments and data collection The questionnaire consisted of 12 open-ended and close-ended questions, composed on the basis of 12 Excellence model criteria, so that each one individually referred to one aspect of presented model. The questionnaire was not anonymous. It included questions about access and activities on Moodle, organization and structure of E-materials, roles of students in future based on their knowledge, priorities in course development, standardization, E-Learning equipment, course improvement, level of acquired knowledge (by using 3-point scale), media that influence the understanding of content, readiness for distance learning and acquired level of knowledge i.e. making tests on the course. In the final part, students evaluated the course results on Moodle, using 6-point scale (indecisive, completely agree, agree, neutral, disagree, totally disagree). 3.2.3 Data analysis Data were entered in Excel 2007 for quantitative analysis. Since the main purpose of the research was to examine the potential for application of LMS Moodle for knowledge management, in order to achieve excellence, descriptive statistics such as frequency, percentage, mean values, standard deviations and one-side z-test were used in order to test hypothesis. Open-ended questions were coded to identify key patterns and themes emerged from the data. Volume 6 / Number 4 / 2011

3.3 Results 1. Almost all students who participated in the survey (98%) used materials on Moodle and in most cases (86%) they were active on Moodle, and in 2011 the percentage of the active students was even higher. Students stated several activities in which they participated on Moodle - participation in the forum (43.10%), asking questions (22.41%), entering profile (55.17%), test development (3.45%), image input (15.52%), homework (41.38%) and downloading teaching materials (77.59%), as it is shown in Table 2. Table 2. Moodle activities Moodle activities

Frequency

Percentage (%)

25

43.10

13 32 2 9 24

22.41 55.17 3.45 15.52 41.38

45

77.59

Participation in the forum Asking questions Entering profile Test development Image input Homework Downloading teaching materials

2. Organization: structure and organization of E-materials are adequate for 46 students (82.14%), while other students gave negative responses. Some of the reasons for the negative answers are: "too much material", "need for more comprehensive and more specific literature", " students who have met with E-learning for the first time found it ambiguous", "necessity for more practice material". 3. Acquired knowledge will enable majority of 4th year students (in January 2010) to continue to be independent users (85.71%), course creators and administrators in equal ratio (7.14%), as it is presented in Table 3. Table 3. Application of knowledge in the future Future roles in Moodle courses Independent user Course creator Administrator

Frequency 48 4 4

Percentage (%) 85.71 7.14 7.14

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4. Developing aspect: priorities are given to the development of teaching materials, training materials and tests, whereas the development of audio materials is least significant (Table 4). Students are allowed to rank answers (from 1 - major priority to 5 - lowest priority). According to the mean value, the highest priority is given to the development of teaching materials (M=1.1935484; SD=1.6789695), then to the development of practice materials (M=1.9444444, SD=1.1453071), test development (M=2.1875, SD=1.1267348) and eventually to the preparation of materials with audio support (M=2.75, SD=1.4958275). 5. Standardization: one third of the students (31%) gave priority to all aspects of E-learning standardization, 23% chose assessment standardization, 20% declared in favor of content standardization, 16% chose terminology standardization, while 10% of them declared for combination of all previous (Figure 5).

6. Environment: according to the students opinion, undergraduate academic studies (32%) are best equipped for E-learning. They are followed by, PhD studies (25%), master studies and primary schools (13% each), secondary schools (11%) whereas worse equipped are undergraduate professional studies with only 6%, as shown in Figure 6. 7. Innovations and LMS: from 7 offered answers, students would improve Moodle course by 1) updating content - 25 answers, 2) providing more information before course - 24 answers, 3) improving course organization - 22 answers, 4) adding more media - 22 answers, 5) adding activities - 17 answers, 6) adding content - 16 answers, 7) reducing amount of teaching materials - only 3 answers (Table 5). Table 5. Findings related to the course improvement Course improvement Updating content More informations before course Improving course organization Adding more media Adding activities Adding content Reducing amount of teaching materials

Figure 5. Standardization priorites

25

Percentage (%) 44.64

24

42.86

22

39.29

22 17 16

39.29 30.36 28.57

3

5.36

Frequency

* Students were allowed to give more than one answer.

8. Knowledge acquisition process: H5 hypothesis was tested: there is no significant difference in the opinions of part-time and full-time students about the level of the knowledge acquired by a) traditional lectures only, b) combination of traditional classes and course attendance and c) course attendance only. Alternative hypoth-

Figure 6. Accomplishment for E-learning Table 4. Priorities in course development Priorities in course development

Number of students

Test development Development of practise materials Development of teaching materials Preparation of materials with audio support

16 18 31 16

1340

Grades 1 6 7 29 6

2 4 7

3 3 2 4

4 3 2 2 4

5

2

Mean

SD

2.1875 1.9444444 1.1935484 2.75

1.1267348 1.1453071 1.6789695 1.4958275

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esis was H6: there is a significant difference in the opinions of part-time and full-time students about the level of acquired knowledge. Statistics is derived on the basis of the total number of responses and assessment scales (1 - for the lowest rating and 3 - for the best rating) for the answers from a) to c). This statistics is presented in Table 6. Table 6. Comparison of mean values (z-test) of the opinions of part-time and full-time students z-Test: Two Sample for Means   Mean Known Variance Observations Hypothesized Mean Difference z P(Z