Motivation, self-assessment and tacit knowledge in e-learning context selection

Tsui, E., Yeung, V.W.S. and Garner, B.J. 2008, Motivation, self-assessment and tacit knowledge in e-learning context selection, in WBE 2008 : Proceedings of the 7th IASTED International Conference on Web-Based Education, IASTED, [Innsbruck, Austria.], pp. 309-314.

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Title Motivation, self-assessment and tacit knowledge in e-learning context selection
Author(s) Tsui, E.
Yeung, V.W.S.
Garner, B.J.
Conference name IASTED International Conference on Web-Based Education (7th : 2008 : Innsbruck, Austria)
Conference location Innsbruck, Austria
Conference dates 17-19 Mar. 2008
Title of proceedings WBE 2008 : Proceedings of the 7th IASTED International Conference on Web-Based Education
Editor(s) Uskov, V.
Publication date 2008
Conference series IASTED International Conference on Web-Based Education
Start page 309
End page 314
Total pages 6
Publisher IASTED
Place of publication [Innsbruck, Austria.]
Keyword(s) Contextual analysis
Motivation
Self-Assessment
Tacit Knowledge
Summary 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 contextanalysis 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 selfassessment 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, selfassessment practice and contextual analysis is examined in this paper with consequential implications for Web support.
ISBN 9780889867239
Language eng
Field of Research 080309 Software Engineering
Socio Economic Objective 970108 Expanding Knowledge in the Information and Computing Sciences
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2008, IASTED
Persistent URL http://hdl.handle.net/10536/DRO/DU:30065134

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