Motivation, Self-Assessment, and Tacit Knowledge in e-Learning Context Selection

E. Tsui, V.W.S. Yeung (PRC), and B.J. Garner (Australia)


Motivation, Self-Assessment, Contextual Analysis, Tacit Knowledge


Formal consideration of the links between students’ Motivation, Self-Assessment abilities and Tacit Knowledge is shown in this paper to provide a useful model (MSATK) for planning postgraduate, Web-based education. The design of effective e-Learning courses requires a Learning Framework that emphasizes context analysis within knowledge-mediated processes. Contextual analysis ensures that self-assessment will be effective in complex domains that rely on Web sources of experiential knowledge, usually accessible as Professional practice models that employ diagnostic tools for scenario simulation processes. Demographic trends now facing Japan and Western countries, and the knowledge management support requirements of global e-Learning initiatives are challenging the value of current self assessment processes. Building a Culture of Critique is highly desirable, but the lack of an Learning Framework that reflects student ownership of their learning process has obscured the need for tools to correctly interpret domain contexts, or for student freedom to drive the need for modified scenarios. The value of a Learning Framework that links motivation, tacit knowledge, self assessment practice and contextual analysis is examined in this paper with consequential implications for Web support.

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