As a doctoral student in the field of instructional systems and workforce development, I examined this book from a technological perspective. I hoped the book would provide me with some insight on why e-learning and knowledge management is important to students, teachers, workers, and organizations (businesses). I also hoped this book would expand my knowledge on the subjects.
Each section of Knowledge Management and E-Learning is broken into descriptive subject areas providing content that examines the areas of e-learning and knowledge management. The purpose of this book is to give readers an in-depth understanding of the collaboration between e-learning and knowledge management. Each section of the book provides readers with a detailed explanation of the subject matter discussed as the shift to e-learning has taken place in many businesses throughout the United States.
The argument presented in Chapter 1 is about how knowledge management and e-learning, combined, can enhance learning both in academia and in the workforce. The chapter also discusses knowledge management from a business perspective. Leibowitz and Frank discuss a study conducted by Bransford that accedes to the notion that combining e-learning and knowledge management enhances learning. In his study, Bransford identifies three different learning components: knowledge-enabled, learner-centered, and community access. Knowledge-enabled is having the right knowledge at the right time, learner-centered focuses on the learners and their learning ability. Based on the explanation provided by Leibowitz and Frank, I think that peer-to-peer learning occurs most frequently through community access as it relates to the sharing of knowledge in a collaborative effort. In Chapters 2 and 3 the authors focused on the role of knowledge management and e-learning in a university and workforce setting. Stone, the author of Chapter 2, builds an argument around the concept of mega universities. Mega universities are distance education entities that usually target working individuals. This chapter was significant because it discussed motivation and how to keep students actively engaged in their learning process, which aids in becoming a lifelong learner. Lord, author of Chapter 3, focused on trends in the workforce that are affecting knowledge management on more of a global scale. Significance was placed on organizational effectiveness and performance outcomes.
The second section of this book starts with Chapter 4; it focuses on the organizational assurance of learning and how to measure learning outcomes. This chapter argument is about bridging the gap between knowledge management and e-learning to measure success or failure. Ungaretti and Tillberg-Webb discuss how an “assurance of learning perspective broadens the focus from where is the knowledge and how is it preserved, shared, distributed, and captured” (p. 43). This chapter will be relevant to readers because it integrates the act of acquiring new knowledge and how that knowledge is accounted for.
Chapter 5 authors Heredia and Cantu present the educational model for both traditional and online learning. One major component of this chapter is an explanation of online learning and distance education. Additional interesting concepts discussed in this chapter include; the education model of Tecnologico de Monterrey, the e-learning educational model, and the knowledge management model for e-learning at the virtual university. The authors of this chapter also stress the importance of collaborative learning and how students should be active in their learning process. A key cornerstone of distance education is that although students and faculty members may not be in the same location; however, learning can take place and be just as meaningful and effective as if the class were to meet face to face. This chapter is essential because it explains e-learning education model in great detail and helps readers to understand the importance of distance education. The chapter also elaborates briefly on how distance education learning models vary depending on the institution and organization.
Chapter 6 introduces the learning portfolio management system, Meta-Analyzer. The learning portfolio management system is set up to monitor students' behavior while surfing the web, once they have been given an assignment. According to the authors of this chapter, Hwang and Chen, the “learning portfolio management system assists the teacher in maintaining three databases: the question bank, student profiles, and learning portfolios” (p. 86). The learning portfolio concept has proven to be beneficial in distance learning, the authors state that it is invaluable in that it provides immediate feedback to the instructor on an individual student performance. With this technological resource educators can identify students' individual strengths, weakness, and provide them with immediate feedback and assistance. The Meta-Analyzer evaluates the effectiveness of learning and teaching; it also provides data on how much knowledge is gained by the student over time. Throughout this chapter the editors identify necessary components of e-learning. The components for individual students are self-directed learning, collaborative learning, faculty, tutoring, meaningful learning, course, teaching techniques, information technologies, and blackboard (p. 71).
In chapter seven Ho and Lin discuss a study that focused on the analysis of knowledge management within an organization, employee computer attitude, and how they affect knowledge sourcing activity. This chapter includes a literature review that examines several relationships between the computer, knowledge management, knowledge sourcing, and learning styles. More specifically, the authors provide details about the research structure, the data collection method, and results from the case study in this section to support their hypothesis. This study was conducted using a structural equation model. After reading the results employees attitudes and learning styles were significant to knowledge management and the outcomes of the organizations. The authors found that organizations can improve knowledge management with more training and this would increase employee confidence when using computers. The literature review provide readers with background information as it develops a foundation for the authors' argument.
Chapter 8 explains how the Internet has become a source of information overload compared to a relatively traditional method of gathering information. This chapter also includes a discussion on the challenges and obstacles that users may face from the use of the Internet and information overload. Chapter nine discusses performance-based approaches and the Key Performance Indicator (KPI) in a workplace setting. Key Performance Indicator is used to help organizations set up performance goals and how they plan on reaching their goals as a whole. Furthermore, Key Performance Indicator is important in the field of technology, whether in a business or educational setting because educators and employers are always looking for ways to enhance learning and the operations of their business. Both approaches identify ways to address areas of concerns, share information effectively, and produce the best possible outcomes. Chapter ten focuses on the Consultative Group on International Agriculture Research. This group used knowledge management to share information with its counterparts where they could identify changes that needed to be made.
In Chapter 11, Truyen et al. focus on students' computer skills and abilities. This chapter also presents arguments and a case study on how well prepared students are when they are enrolled in an online class. In a global economy where more and more students are enrolled in distance education programs, having the necessary skills and attitude is vital to being successful. One critical area that the case study did not focus on is knowledge management and factors in motivating students to learn different computer skills. In Chapter 12, the authors Porto and Kipta, focus on how social networks have an impact on e-learning. The authors address how e-learning is taking place through electronic gadgets, blogs, wikis, bookmarks, and social networks. The strengths of Chapter 13 are on ePortfolios. The last few chapters (14-16) of section three focus on knowledge management and its role in professional development, e-learning, and the continuity of operations; these chapters coincide with the focus of chapter nine.
Section four focuses on the collaboration of knowledge management and e-learning as well as future trends for both concepts. Chapter 17 specifically focuses on knowledge management as it relates to academia and the workforce. Chapter 18 addresses the principles of knowledge management and how knowledge management provides business with tools that assist in the overall effectiveness of the organizations. Chapter 19 provides tips on how to be an effective leader in a virtual environment. This section views knowledge management and e-learning from an industry perspective, it also addresses how an individual should be able to take their leadership skills and make them work in a virtual environment as well.
I found this book to be somewhat of a difficult read; however, it provided in-depth insight into the realm of distance education, online learning, and different organizational structures. It focuses more on e-learning and knowledge management from an industry/business perspective; however, I was expecting it to address both of these concepts from an educational standpoint as well. I feel like this book should have discussed e-learning and knowledge management as it relates to K-12 education. Perhaps too much emphasis was put on the case studies in section three. In this section the editors could have addressed how e-learning and knowledge management is seen in a K-12 classroom.
Knowledge Management and E-Learning is also a very detailed resource for any organization, university, or business that wants to implement knowledge management and e-learning strategies into its mission and vision. The strategies and e-learning tools presented in this book offer different methodologies and techniques as well as tips and best practices that will assist in producing effective measurable outcomes. The text also provides information on the essential components of the collaborative relationship between knowledge management and e-learning. The authors also present these concepts from a business and organizational perspective. This book addresses different strategies for how people learn, organize, and interpret information in academia and the workforce. As a student in technology, the information that I read was very useful and it has broadened my view on knowledge management and e-learning. I would recommend this text to my colleagues.
