A Systematic Literature Review of Knowledge Management Models for E-learning

Romadhon, Muh Syaiful; Sensuse, Dana Indra; Safitri, Nadya; Hidayat, Deden Sumirat

doi:10.1109/icisit54091.2022.9873026

Cited by 4 publications

(4 citation statements)

References 22 publications

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“…Further, the findings revealed that schools' capabilities had a positive and significant influence on the effective implementation of e-learning. This concurred with previous scholars (Martha et al, 2021;Ndongfack, 2021;Park et al, 2018;Pinho et al, 2021;Romadhon et al, 2022;Teo et al, 2020;Yaniawati et al, 2020) who all indicated capabilities had a significant relationship with e-learning implementation. However, since the study did not test each aspect of capabilities independently, it did not confirm or disconfirm the findings by Mugizi and Rwothumio (2023b) and Park et al (2018) that some aspects of capabilities, such as experimentation insignificantly and negatively related to elearning and Mtebe and Raphael (2018) that the content management aspect of content quality was insignificant.…”

Section: Discussionsupporting

confidence: 89%

“…In the context of e-learning implementation, school capabilities primarily include experimentation, content management, capability integration, and organisational culture (Costello & McNaughton, 2018). Scholars (Martha et al, 2021;Mtebe & Raphael, 2018;Mugizi & Rwothumio, 2023b;Ndongfack, 2021;Park et al, 2018;Pinho et al, 2021;Romadhon et al, 2022;Teo et al, 2020;Yaniawati et al, 2020) have also examined the relationship between intangible resources and e-learning. However, there are gaps in the evidence, as some studies have reported conflicting findings.…”

Section: School Capabilities and E-learning Implementationmentioning

confidence: 99%

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School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda

Kyomuhendo,

Mugizi,

Rwothumio

et al. 2024

IJER

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This study examined the influence of school resources on the effective implementation of e-learning in secondary schools in Kasese Municipality, Uganda. Specifically, the study investigated the impact of tangible resources, intangible resources, and school capabilities on e-learning in these schools. Using quantitative research approach, the study employed a correlational research design and collected data from 170 teachers using a self-administered questionnaire. The data were then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results of the SEM analysis revealed that school resources, namely tangible resources (? = 0.266, t = 3.612, p = 0.000<0.05), intangible resources (? = 0.234, t = 2.351, p = 0.019<0.05) and capabilities (? = 0.456, t = 5.129, p = 0.000<0.05), had a significant positive influence on e-learning. Based on these findings, the study concluded that tangible and intangible resources and school capabilities are necessary for the effective implementation of e-learning in secondary schools. The study recommends that the Ministry of Education, school directors, and head teachers ensure that schools have sufficient tangible resources for e-learning. Additionally, directors and head teachers should also ensure that schools possess adequate intangible resources and capabilities to support the effective implementation of e-learning. The practical significance of this study lies in its demonstration of how existing resources in schools can be utilised to implement e-learning in secondary schools effectively.

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Section: Discussionsupporting

confidence: 89%

Section: School Capabilities and E-learning Implementationmentioning

confidence: 99%

School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda

Kyomuhendo,

Mugizi,

Rwothumio

et al. 2024

IJER

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“…Según Galgotia y Lakshmi (2022) la implementación de gestión del conocimiento en escuelas e instituciones educativas podría mejorar la eficiencia y efectividad de sus operaciones para encontrar, analizar, grabar y distribuir información y conocimiento en los procesos administrativos de apoyo a la educación. Romadhon, et al, (2022) hacen referencia a que la gestión de conocimiento ha sido ampliamente aplicada al aprendizaje y concretamente, a proponer que métodos y modelos pueden apoyar una exitosa implementación de aprendizaje por medios electrónicos.…”

Section: Consideraciones Teóricasunclassified

Sistema basado en gestión del conocimiento para el acompañamiento estudiantil universitario

Barceló-Valenzuela,

Pérez-Soltero,

Ochoa-Hernández

2024

ESCS

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Las universidades tienen en general diversos problemas académicos que afectan al estudiante durante su trayectoria escolar. El objetivo es proponer el diseño de un modelo conceptual para el acompañamiento estudiantil basado en la gestión del conocimiento, considerando factores externos e internos como las políticas públicas y sociales y los sistemas propios de cada universidad. A partir del análisis se detectaron los elementos que interfieren en la trayectoria académica, se creó un modelo conceptual, el cual se implementó en un sistema de acompañamiento estudiantil que atiende al menos a 33,000 alumnos activos, 101 programas académicos con al menos 1237 tutores habilitados. Entre los resultados obtenidos están que en la institución donde se implementó el modelo, ha mejorado su efectividad al proporcionar a los agentes del conocimiento información relevante de acuerdo con su perfil, para organizar sus planes de acción o tomar mejores decisiones respecto a la situación que viven los involucrados.

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“…Content management enables course authors and learners to work together, access learning objects, develop new learning information, have discussions through forums, interact outside of the classroom, and create and administer tests and quizzes (Ushakov, 2017). Scholars (Almaiah &;Chaw & Tang, 2018;Elzainy et al, 2020;Hantoobi et al, 2021;Maphalala & Adigun, 2021;Mtebe & Raphael, 2018;Romadhon et al, 2022;Yew & Jambulingam, 2015) studied the importance of content management on e-learning implementation. Nonetheless, the results of the study by Mtebe and Raphael (2018) in the context of Tanzania, an East African country, were controversial, suggesting that some aspects of content management, such as content quality, were not significantly related to e-learning success.…”

Section: Capabilities and E-learning Implementationmentioning

confidence: 99%

Universities’ Capabilities and Effective Implementation of E-Learning in Public Universities in Kampala City, Uganda

MUGIZI¹,

RWOTHUMIO²

2023

UHERJ

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The COVID-19 pandemic restricted access to campuses of universities owing to intermittent lock downs. Consequently, educational institutions were forced to adopt virtual teaching techniques to ensure continued teaching and learning. However, the effective implementation of online education in universities in Uganda faced capability challenges that hindered its effectiveness. Therefore, this study investigated the influence of universities’ capabilities on the effective implementation of e-learning in public universities in Kampala City, Uganda during and beyond the COVID-19 pandemic period. Anchoring in resource-based theory (RBT), universities’ capabilities for effective implementation e-learning studied included experimentation, integration capability, and content management. Using the quantitative approach, cross-sectional data was collected from a sample of 312 academic staff from Kyambogo and Makerere Universities,the only two public universities located in Kampala City, Uganda. Data was collected using a self-administered questionnaire. The data was analysed using descriptive and inferential statistics. Descriptive statistics involved the calculation of means while inferential analysis involved structural equation models (SEM) using SmartPLS. The results revealed that content management and integration capability positively and significantly predicted e-learning implementation. However,experimentation negatively and insignificantly predicted e-learning implementation. The study concluded that content management and integration capability are vital for e-learning implementation. Nonetheless, experimentation is not a probable requirement for the effective implementation of e-learning. Therefore, it was recommended that university managers should develop integration capabilities, and should support lecturers to improve their content management, but experimentation should not be prioritised in the implementation of e-learning.

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A Systematic Literature Review of Knowledge Management Models for E-learning

Cited by 4 publications

References 22 publications

School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda

School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda

Sistema basado en gestión del conocimiento para el acompañamiento estudiantil universitario

Universities’ Capabilities and Effective Implementation of E-Learning in Public Universities in Kampala City, Uganda

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