Abstract
Tacit knowledge is an essential foundation for developing students’ learning ability, especially in understanding and solving problems. However, the transforming of tacit knowledge confront a big challenge during the outbreak of Corona Virus Disease 2019 (COVID-19), because most teaching and learning activities were conducted in online context, which impair a face-to-face interaction. To explore the effect of tacit knowledge on students’ learning ability in the online learning environments, the current study based on SECI model (The Socialization, Externalization, Combination, and Internalization) proposed to design the tacit knowledge transformation teaching approach. To assess the effectiveness of this approach, 60 elementary school students were recruited in the quasi-experiment. The results of retention test and transfer test showed that the experimental group, using the tacit knowledge transformation teaching approach, has significant improvement on learning ability than the control group. The current research theoretically provide a teaching strategy on tactic knowledge, and practically helps teachers to organize instructional activities, thereby, advocating the appropriate use of social media.
Highlights
During the spread of Corona Virus Disease 2019 (COVID-19) globally, physical classes had to be transferred to online settings, which brought dramatic challenges to the traditional curriculum
The originating field is a place of tacit knowledge exchange among the learners, providing an original basis for the learner to share their experiences and helping them to socialize with each others
Learners collect and organize materials, and teachers guide students to articulate and communicate their tacit knowledge with others. Learners share their tacit knowledge through metaphors, simulations, or diagrams, transforming it into explicit knowledge fragments that could spread on the social media
Summary
During the spread of Corona Virus Disease 2019 (COVID-19) globally, physical classes had to be transferred to online settings, which brought dramatic challenges to the traditional curriculum. The reason may due to that online learning probably help enhance the comprehension and memorization of explicit knowledge, neglecting the tacit knowledge used to solve problems, and restricts teacher-student interaction. Tacit knowledge considerably influences students’ ability to understand and solve problems in learning (Chamidy et al, 2020). As a knowledge transformation approach proposed by Nonaka and Takeuchi (1995), the SECI approach has been widely accepted in the field of education. It illustrates the learning process at the level of knowledge transfer and transformation to enable students to explicitly and intentionally construct, update, and apply knowledge (Xue et al, 2020). The current study, based on SECI, proposed to construct a tacit knowledge transformation approach in online learning, and evaluate how the approach influences learners’ internalization of their tacit knowledge
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