Doctoral Thesis: Tanja Kohn
Working title: Knowledge Transfer with e-Learning Technologies - Initiatives from Developed to Developing countries
Education is a main factor for sustainable development (Sheahan 1987; Chimombo 2005). The importance of education, especially in developing countries, is increasing because of advancing pressure to catch up with the developed world regarding, for example, global competitiveness (Hawkins 2002, 38; UNESCO). Typically, educational settings are different in developing countries than in developed countries, such as low quality of education and narrow possibilities in attending schools in rural areas because of far distances and high opportunity costs (Chimombo 2005, 131). Country-specific conditions have to be improved regarding compulsory and free education (Chimombo 2005, 130) to foster general access to education. In Article 26 of the 1948 UN universal declaration of human rights the right of compulsory and free education for everyone is already committed (UN Human Rights 1948).
A wide range of learning approaches exists already, for example, e-learning, blended learning (Maier 2007, 195-207), and distance learning which utilize information and communication technology (ICT). Using ICT can benefit, for example, students in rural areas by having them attend classes as distance learners and motivating them to learn like the “One Laptop per Child” (OLPC) initiative offers. Regarding this, the potential of e-learning seems very promising, but because of gaps between developed and developing countries knowledge transfer is not only difficult but also expensive.
Beside many definitions of the term e-learning, generally, e-learning implies the use of ICT by teachers and learners. More specifically, it can be said that e-learning consists of formal training, such as courses, ad-hoc training, selected learning objects, formalization through document collections and community formation which can be achieved via social software (Schmidt 2005, 424). The used learning objects in e-learning support with a certain learning strategy regarding the objectives (Duval and Hodgins 2003, 3) and are located in repositories.
According to case studies (see: KT2DC), there are already a number of e-learning programs offered in developing countries (Kohn et al. 2008). These programs are developed by various national and international initiatives, for example, Aptech (Dhanuka et al. 2003) and World Links for Development Program (Hawkins 2002). Many of these programs are implemented through international institutions or operate cross-nationally. During the transfer of such programs country-specific differences and differences between participants, for example, learner backgrounds and language should not be ignored because these can be barriers to achieving the objectives of e-learning programs (Hodgkinson et al. 2007, 177). Therefore, only adaptation of the learning resources or general customization of the entire e-learning project should be considered. To reuse existing technologies and contents in different contexts, for example, which have been transferred from developed to developing countries at institutional level, various kinds of customizations have to be considered (Richter and Pawlowski 2007, 4528). Specific needs of users have to be identified to supply adequate adaptation of learning resources (Brusilovski 2001, 96). Barriers, resulting of no or little customization of e-learning projects, can be of cultural character, technological character, and are due to differences in previous knowledge (Kohn et al. 2008). It has to be investigated how exactly knowledge is transferred between participants. Here, the term knowledge transfer is used as followed: knowledge transfer is part of the knowledge sharing process and requires tools for interaction, communication and networking for e-learning.