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dc.contributor.authorFallad, Jalil
dc.date.accessioned2011-08-31T15:32:10Z
dc.date.available2011-08-31T15:32:10Z
dc.date.issued2011-08-31
dc.date.submittedJuly 2011
dc.identifier.urihttp://hdl.handle.net/1928/13140
dc.description.abstractTechnology and knowledge seem to be at hand for everyone, but evidence shows that both still are eluding us. The University of Guadalajara (UDG) as well as other higher education institutions create knowledge from research on a daily basis. Nevertheless, in UDG there is not a system that promotes creation, preservation, and sharing of knowledge created experiences from research work among faculty members. Nonaka and Takeuchi’s Theory of Spiral Knowledge Creation had used as theorical foundation for the present study. This theory proposes that tacit knowledge is transformed into explicit knowledge creating new knowledge among members of an organization through for types of knowledge conversion: Externalization, socialization, Combination and Internalization. At the University of Guadalajara-South Coast campus, a virtual community was created in a Wiki website, which was used as a Knowledge Management System (KMS) tool for collaboration and experiences interchange among its members to promote knowledge creation when conducting research. The Wiki contained a set of 27 topics related to research issues previously posted. For three months its members were able to post questions, answers and/or replies on corresponding topics. Findings suggest that the Virtual of Community is comprised of one or two leaders and its followers. They also suggest for a knowledge item to be created in the Wiki what matters is not how interesting the subject matter but how actively members participate on the discussion. Evidence from the study suggests that informal knowledge is created and shared among the members of the Virtual Community, although it does not follow the strict sequence of knowledge conversion of Nonaka and Takeuchi’s (1995) creation spiral theory of knowledge. Furthermore, evidence also suggests that for successful KMS important characteristics such as shared culture, internet tool knowledge, and members’ identity disclosure are needed. Questions have arisen from this study with implications for future research, such as why did not knowledge creation necessarily follows the proposed sequence of knowledge conversions of Nonaka and Takeuchi’s Knowledge Creation Spiral theory proposes? What are its implications of knowledge creation does not follow the strict sequence of the four knowledge conversion in the theory proposed by Nonaka and Takeuchi? What is the cost in human resources terms of creating a knowledge sharing culture in higher education institutions? These new questions open a research window on Knowledge Management Systems for future research work.en_US
dc.description.sponsorshipPROMEP UdGen_US
dc.language.isoen_USen_US
dc.subjectKnowledge Managementen_US
dc.subjectCollaborative Learningen_US
dc.subjectWikien_US
dc.subjectVirtual Communitiesen_US
dc.subject.lcshUniversidad de Guadalajara--Research
dc.subject.lcshWikis (Computer science)--Case studies
dc.subject.lcshCommunication in learning and scholarship--Technological innovations--Case studies
dc.subject.lcshKnowledge management--Case studies
dc.titleA KNOWLEDGE MANAGEMENT TOOL COLLABORATIVE LEARNING: A CASE STUDY USING A WIKI.en_US
dc.typeDissertationen_US
dc.description.degreePhilosophy Doctoren_US
dc.description.levelDoctoralen_US
dc.description.departmentUniversity of New Mexico. Division of Educational Leadership and Organizational Learningen_US
dc.description.advisorSalisbury, Mark
dc.description.committee-memberBramble, William
dc.description.committee-memberBoverie, Patricia
dc.description.committee-memberGrassberger, Robert


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