| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士班 === 100 === In the twenty-first century, information technology progresses rapidly and web 2.0 times grows greatly. The phenomenon of using knowledge share has become common increasingly on the e-learning platform. The learning methods and knowledge sources become multiply and extensively. Learning way has transformed increasingly from individual solely to group cooperatively that is a kind of interactive mode focused on the learners.
According to records about internal knowledge share and transformation, most of them look upon psychological factors of knowledge share from the angle of organized company or discuss the relationship of learners’ personal attitude upon inner factors with creativity, shyness, and self-esteem in the knowledge transformation, but there is seldom to apply to education in the class.
In this study, hoping to use knowledge share can help the learners’ doing knowledge conversion. Besides, they can understand to inside and outside knowledge, they also can control inside information for knowledge conversion that makes learners’ knowledge uses and learning ways become even more abundant.
In this study, it is based on the Nonaka''s knowledge transformation to basic theory to discuss that knowledge share how to promote knowledge conversion in interactive teaching. Through the teaching on Moodle platform to proceed personal research, it divides knowledge share into the three aspects of sharing personal knowledge, learning opportunities, promote learning motivation; knowledge conversion consists of four aspects of internalization, externalization, socialization, combination that discuss performance and relativeness for every aspect.
Parts of the quantification adopt descriptive and inferential statistical analysis. In descriptive statistical analysis questionnaire share learning opportunities toward larger discrete frequency and results larger difference within organization; it is obvious to close to right on samples’ distribution for advancing learning motivation, which shows most of samples get higher relatively. Internalized discrete frequency of knowledge transformation is higher relatively, but it is common within an average value. If knowledge share is higher, knowledge transformation for four sides should be higher relatively. In inferential statistical analysis adopt correlation coefficient analysis and result to share personal knowledge and learning chances that have significantly correlated in the externalization and socialization. Through the regression analysis could know above 0.672 R average values from externalization and socialization with good predictive result when share personal knowledge and learning chances.
The analysis results of the platform records’ content could find that learners have a good knowledge share on the Moodle. Major share is focused on personal knowledge and learning opportunities, few parts mention observational problems to promote learning opportunities. Knowledge transformation in externalization, socialization, and combination’s appearance is clearer, but in internalization is difficult to observe on the platform.
In qualitative analysis results, most of the students are difficult to operate and use Moodle platform, only limited to use it in the teaching of the class. The process of communication way is by learners’ habit to share and discuss. In addition, learners in internalization are more individual behavior, but including few knowledge share.
The conclusions of the research can get as following result:
1.Learners’ interaction with a good knowledge-sharing result on the Moodle platform.
2.Learners’ knowledge transformation in the aspects of externalization and socialization is clear.
3.Significant correlation between knowledge share and knowledge transformation.
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