Populating contents of the Saudi eLearning objects repository “Maknaz” from information technology & knowledge management perspective

Abstract

E-Learning is an important tool for current learning and teaching processes. Learning Objects Repository (LOR) has been seen as a key factor in eLearning and knowledge management environment. Universities in Saudi Arabia have prioritized implementing eLearning in their development plans. However, current learning and teaching process in higher education in Saudi Arabia is still mostly traditional. Educational and information technologies adoption is slow due to the lack of awareness about the importance of collaborative learning that is mainly based on LORs knowledge and technical skills that educators and learners should have. There is a need to study the possible technical tools and approaches that can direct eLearning practices in Saudi Arabia to embrace the initiative of the Saudi National Learning Objects Repository "Maknaz" in order to collaboratively populate and digitalize its knowledge contents. Due to the slow adoption of technologies and knowledge management systems in Saudi higher education, it is important to analyze the academics and students' acceptance toward current eLearning environment implemented so far.This paper investigates what efforts have been made so far to implement eLearning and LORs technologies in Saudi Arabia; and suggests what is required from participants in the higher educational institutions to link these technologies to education and pedagogy practices based on an integrated knowledge management system with eLearning to creatively create and exchange new knowledge localized in LORs.

Impact of Knowledge Sharing Adoption on Universities Virtual Learning Communities

“…In any case, there is a need to populate the Saudi national "LOR" "Maknaz" with the reusable learning electronic materials and digitalized contents [7] referred from [4].…”

“…Same as other organisations, universities as knowledge-based bodies have a tendency to depend on more on the sharing of knowledge. Nevertheless, a little research has explored the knowledge sharing adoption by the academic staff in academic institutions, particularly in Saudi universities e-learning communities context [34], [4,5].…”

Produção científica sobre repositórios de recursos educacionais abertos no ensino superior em bases de dados

“…A integração com e-learning ou sistemas de gestão da aprendizagem (ALAMMARI; CHANDRAN, 2014;FERDIANA, 2015;GRIERSON et al, 2008 ZAPATA et al, 2015) também foram abordados em vários estudos analisados.…”

Alternativas para modelos de gestión del conocimiento en Instituciones de Educación Superior

“…Entre los que más se destacan, se encuentra el de Nonaka y Takeuchi [8] que se refiere a que el conocimiento se crea a partir de un movimiento cíclico en espiral, en el cual interactúan conocimientos tácitos (empíricos) y explícitos (formalizados) en las dimensiones de la organización; aunque este no se formula directamente para el contexto educativo, aparece como una referencia constante en trabajos posteriores a este, sirviendo como punto de partida para proponer otros, que luego se enfocan en vincular herramientas tecnológicas para permitir la circulación del conocimiento en las instituciones, utilizando minería de datos y diferentes estrategias para la GC, entre esos se encuentran los de Natek y Zwilling [12] y Alammari y Chandran [13]. También se plantean sistemas de gestión del conocimiento con el fin de identificar el conocimiento en razón al desempeño de los procesos en la estructura organizacional, a través de un análisis de contexto interno y externo, con la ayuda de minería de datos y creación e implementación de software que sustenten los sistemas de gestión de conocimiento presentados [2,9,14].…”