Abstract
Knowledge management is the inevitable product of the information age, and knowledge transformation is the result of the interaction between network learners and learning resources. The four aspects of the SECI (Socialization, Externalization, Combination, Internalization) model can help students accelerate their learning of entrepreneurial tacit knowledge in e-learning to realize the construction of entrepreneurial knowledge with entrepreneurial orientation as the core. Based on the SECI model, this paper proposes four hypotheses on the effects of tacit knowledge learning on students’ entrepreneurial orientation in e-learning. It takes e-learning familiarity as the regulating variable and analyzes the regulating effect of tacit knowledge learning on students’ entrepreneurial orientation and whether their grade, discipline, and gender will lead to significant differences in entrepreneurial orientation. The results indicate that the questionnaire designed in this paper has generally effective α. The coefficient is 0.865 and the reliability level is good. The minimum value of the AVE (Average variance extraction) was 0.545 and the minimum value of CR (Combinatorial reliability) was 0.819, indicating that the overall validity and structural validity were high. The three aspects of sociality, dominance, and recessiveness cause the learning of tacit knowledge to have an obvious positive effect on students’ entrepreneurship. The results of this study have important reference value for promoting teachers’ entrepreneurial knowledge sharing and innovation and cultivating students’ entrepreneurial orientation.
Highlights
Under the background of the Internet plus, the popularity of online learning methods has accelerated in China, especially because of the pandemic
This study adopted the method of convenient random sampling and distributed “The Influence of Invisible Knowledge Learning on Students’ Entrepreneurial Orientation in Online Learning” designed by the author’s research group to students of a 985 university in Zhejiang Province
The concrete analysis shows grade has a significant level of 0.01 for entrepreneurial orientation (F=24.574, p=0.000), and the concrete comparison shows that the entrepreneurial orientation of the third-year students is higher than that of the first-year and second-year students mainly because the junior students are in the accumulation and the harvest period of knowledge learning during the four years of college, and they are rich in entrepreneurial knowledge
Summary
Under the background of the Internet plus, the popularity of online learning methods has accelerated in China, especially because of the pandemic. In the process of online learning, entrepreneurship education is not listening to classes and completing homework but requires communication between teachers and students, and students’ understanding of entrepreneurship orientation. This kind of entrepreneurial tacit knowledge requires constant self-awareness of students in the learning process, and their psychological adaptability, problem analysis ability, and value judgment ability affect their transformation effect of entrepreneurial tacit knowledge. Online learning can provide them with a more extensive and immediate learning platform that includes entrepreneurs with entrepreneurial experience to teach practical entrepreneurial knowledge to students, such as the examination and transformation of scientific research achievements, patent inventions, and market transformation, and promote the efficient transformation of massive invisible knowledge into students’ abilities. While comprehensively learning entrepreneurial knowledge, we should improve the entrepreneurial skill system, fully stimulate their entrepreneurial enthusiasm, and thoroughly improve their potential entrepreneurial ability and psychological quality
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