2021 - 08 - 25 - t19:06:39z eprint https://repository.www.guaguababy.com/images/sitelogo.png https://repository.www.guaguababy.com/ 2019 - 12 - 16 - t10:50:13z 2019 - 12 - 16 - t10:50:13z https://repository.www.guaguababy.com/id/eprint/1138 该项目位于存储库中，URL为:https://repository.www.guaguababy.com/id/eprint/1138 2019 - 12 - 16 - t10:50:13z

鉴于其软性和难以明确的事实，隐性知识无疑是最关键的知识形式来处理。通常指的是专门知识、实践经验和洞察力;隐性知识对一个人的工作质量和职业效能有显著影响。对文献的回顾表明，许多研究解决了与e-Learning环境的能力有关的问题，以创造有利于参与者分享、获取和保留隐性知识的条件。尽管如此，对于学习者在缺乏面对面接触的环境中获得隐性知识的能力仍存在争议，原因仅仅是缺乏对这一主题的实证或实验研究。即使这是可能的，在网络教育中，也缺乏解决个人隐性知识获取的模型和实践指导方针。本研究应用成人学习原则、知识管理和电子学习设计最佳实践，以建立一个基于知识对象和实践社区精神领导的学习活动的特定主题的电子学习模型。对该模型进行测试，以评估学习者的隐性知识和影响隐性知识习得的因素。商业演讲领域的选择是为了满足研究的目标，因为仅仅记住事实并不能使一个有效的演讲者。采用控制组设计，采用有效工具(TKIBP)检测实验组(231)和对照组(212)的隐性知识。 Twenty-three learners were closely monitored, and a panel of experts evaluated their performances at three different stages. Learners’ perceptions of the model were also examined on a number of variables like delivery effectiveness and knowledge acquisition. Results showed that a well-prepared e-Learning environment can create a strong potential to support the activities and learning processes necessary for learners to acquire tacit knowledge. The model proposed in this study is a viable approach to facilitate the acquisition of tacit knowledge in e-Learning environments; in a given field. Experience in the field, English as a first language, self-competence, perceived usefulness, self-directed learning and motivation all play a major role in learners’ capacity to acquire tacit knowledge in e-Learning environments. This study unveils evidence-based information for the better implementation of e-Learning. It also gives a conceptual framework for scholars to advance research related to tacit knowledge acquisition in online education.

Annel Ludovic Ketcha Djiffouet