Abstract

This article discusses the possibilities that tacit knowledge could provide for social constructivist pedagogies; in particular, pedagogies for online learning. Arguing that the tacit dimension of knowledge is critical for meaning making in situated learning practices and for a community of practice to function, the article considers whether individuals' online identities can be employed as a way to reveal their tacit knowledge. Furthering the discussion, the article analyses tacit knowledge within a community and suggests that social capital theory could productively be employed for utilising tacit knowledge within any given online learning community.

Citation

Oztok, M. (2013). Tacit Knowledge in Online Learning: Community, Identity, and Social Capital. Technology, Pedagogy and Education, 22(1), 21-36. Retrieved August 15, 2024 from https://www.learntechlib.org/p/113547/.

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Keywords

• asynchronous communication
• Background
• College Students
• communities of practice
• computer mediated communication
• Constructivism (Learning)
• discussion
• electronic learning
• Learning Processes
• learning theories
• online courses
• Self Concept
• Social capital
• Social Theories
• Student Characteristics
• Vignettes
• Web Based Instruction