Skip to main content

Advertisement

Log in

Knowledge versus content in e-learning: A philosophical discussion

  • Published:
Information Systems Frontiers Aims and scope Submit manuscript

Abstract

Historically education has been supported by technology; however, during the past three decades electronic technologies for educational purposes have been used to achieve better learning outcomes. There are two propositions regarding the use of computers for educational purposes; that is, people can learn “from” technologies or people can learn “with” technologies. The, e-learning literature reveals that technological and instructional perceptions are diffuse. Furthermore, only recently have the ethical and cultural issues been considered. The philosophical discussion within this paper considers these issues and explores the idea of knowledge or content in e-learning, teasing out the differences between these two concepts. In order to contextualize the debate, the literature is reviewed, and a philosophical debate using an inquiry example is presented.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Abbreviations

CDA:

Content Delivery Application

CM:

Content Management

CMA:

Content Management Application

CMS:

Content Management Systems

CoCM:

Conceptual Content Management

CuCM:

Cultural Content Management

GCM:

Global Content Management

KM:

Knowledge Management

KMS:

Knowledge Management Systems

LCMS:

Learning Content Management Systems

LKMS:

Learning Knowldge Management Systems

LMS:

Learning Management Systems

LO:

Learning Objects

LOKMS:

Learning Objects Knowledge Management Systems

MLE:

Managing Learning Environment

PCM:

Personal Content Management

PKM:

Personal Knowledge Management

PLEs:

Personal Learning Environments

SS:

Social Software

VLE:

Virtual Learning Environments

References

  • Abazi-Bexheti, L. (2008). Development of a learning content management system. International Journal of Systems Applications, Engineering & Development, 1(2), 1–5.

    Google Scholar 

  • Akgun, A. E., Lynn, G. S., & Byrne, J. C. (2003). Organizational learning: a sociocognitive framework. Human Relations, 56(7), 39–868.

    Google Scholar 

  • Alavi, M. (ed). (1997). KPMG peat Marwick U.S.: one giant brain. Boston: Harvard Business School Case Publishing.

    Google Scholar 

  • Alavi, M., & Leidner, D. E. (2001). Review: knowledge management and knowledge management systems: conceptual foundations and research issues. MIS Quarterly, 25(1), 107–136.

    Google Scholar 

  • Alter, S. (1996). Information systems: a management perspective. Thousand Oaks: Benjamin/Cummings.

    Google Scholar 

  • Amaral, L. A., & Leal, D. (2004). From classroom teaching to e-learning: the way for a strong definition. Braga: Universidade do Minho.

    Google Scholar 

  • Anderson, T. (2004). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 33–60). Atabasca: Atabasca University.

    Google Scholar 

  • Antilla, J. (ed). (2001). Dokumenttien hallinta. Helsinki: Oy Edita Ab.

    Google Scholar 

  • Askew, M. (2007). Scaffolding revisited: from tool for result to tool-and-result. In J. H. Woo, H. C. Lew, K. S. Park & D. Y. Seo (Eds.), Proceedings of the 31th conference of the international group for the psychology of mathematics education (pp. 33–40). Seoul: PME.

    Google Scholar 

  • Awad, E. M., & Ghaziri, H. M. (2004). Knowledge management. Thousand Oaks: Prentice Hall.

    Google Scholar 

  • Baird, L., Henderson, J. C., & Watts, S. (1997). Learning from action: an analysis for the center of army lessons learned. Human Resource Management, 36(4), 385–396.

    Google Scholar 

  • Ball, D. L., & McDiarmid, G. W. (1990). The subject matter preparation of teachers. In R. Houston (Ed.), Handbook of Research on Teacher Education (pp. 437–449). New York: Macmillan.

    Google Scholar 

  • Bergstedt, S., Wiegreffe, S., Wittmann, J., & Moller, D. (2003). Content management systems and e-learning systems: a symbiosis? In D. G. Sampson, M. Spector, V. Devedzic & Kinshuk (Eds.), Proceedings ICALT 2003 (155–159). Athens: IEEE Computer Society.

    Google Scholar 

  • Bongalos, Y. Q., Bulaon, D. R., de Celedonio, L. P., de Guzman, A. B., & Ogarte, C. J. (2006). University teachers’ experiences in courseware development. British Journal of Educational Technology, 37(5), 695–704.

    Google Scholar 

  • Brody, R. G., Kowalczyk, T. K., & Coulter, J. M. (2003). The effect of a computerized decision aid on the development of knowledge. Journal of Business and Psychology, 18(2), 157–174.

    Google Scholar 

  • Brooks, C., Pasenar, R., & Greer, J. (2006). Social awareness in the iHelp courses learning content management system. In W. Nejdl & K. Tochtermann (Eds.), EC-TEL 2006 (pp. 34–44). Berlin: Springer-Verlag.

    Google Scholar 

  • Bucat, R. (2004). Implications of chemistry education research for teaching practice: pedagogical content knowledge as a way forward. Chemistry Education: Research and Practice, 5(3), 215–218.

    Google Scholar 

  • Buckland, M. K. (1991). Information as a thing. Journal of the American Society for Information Science, 428(5), 351–360.

    Google Scholar 

  • Budin, G. (2002). Global content management-challenges and opportunities for creating and using digital translation resources. Resource document. University of Vienna. http://www.ifi.unizh.ch/cl/yuste/postworkshop/repository/gbudin.pdf. Accessed 17.01.2009.

  • Burger, T., & Westenthaler, R. (2006a). Why the combination of content and knowledge matters. research technical report. Salzburg: University of Innsbruck.

    Google Scholar 

  • Burger, T., & Westenthaler, R. (2006b). Mind the gap—requirements for the combination of content and knowledge. In Y. S. Avrithis, Y. Kompatsiaris, S. Staab & N. E. O´Connor (Eds.), Proceedings of SMAT 2006 (pp. 1–2). Athens: CEUR-WS.

    Google Scholar 

  • Bynum, T. W., & Rogerson, S. (eds). (2004). Computer ethics and professional responsibility. Oxford: Blackwell.

    Google Scholar 

  • Carvalho, J. A., & Amaral, L. A. (1993). Matriz de actividades : um enquadramento conceptual para as actividades de planeamento e desenvolvimento dos sistemas de informação. Revista da Associação Portuguesa de Sistemas de Informação, 1, 37–48.

    Google Scholar 

  • Cash, J. I., McFarlan, F. W., & McKenney, J. L. (1992). Corporate information systems management—the issues facing senior executives. Homewood: Business One Irwin.

    Google Scholar 

  • Cavin, R. M. (2008). Developing technological pedagogical content knowledge in pre-service teachers through microteaching lesson study. In K. McFerrin, R. Webber, R. Carlsen & D. A. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 5214–5220). Chesapeake: AACE.

    Google Scholar 

  • Chatti, M. A., Jarke, M., & Frosch-Wilke, D. (2007). The future of e-learning: a shift to knowledge networking and social software. International Journal Knowledge and Learning, 3(4/5), 404–420.

    Google Scholar 

  • Clifford, J. (ed). (1988). The predicament of culture. Cambridge: Harvard University Press.

    Google Scholar 

  • Content Management Junction (2008). Understanding content management in e-learning perspective. Resource document. Content Management Junction. http://www.content-management-junction.com/cm-elearning.html. Accessed 17.01.2009.

  • Crump, N. & Costea, B. (2003). Pedagogical objects in management education: a cultural historical critique. Working paper. Lancaster University Management School. http://www.lums.co.uk/publications. Accessed 15.01.2009.

  • Dalsgaard, C. (2006). Social software: e-learning beyond learning management systems. Resource document. European Journal of Open, Distance Learning. http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm. Accessed 17.01.2009.

  • de Byl, P. B. (2007). A web 2.0/web 3D hybrid platform for engaging in e-learning environments. Turkish Online Journal of Distance Education, 8(3), 108–127.

    Google Scholar 

  • Demetrios, G. S., Lytras, M. D., Wagner, G. & Diaz, P. (Eds.) (2004). Ontologies and the semantic web for e-learning. Special Issue of the IEEE IFETS Journal of Educational Technology and Society, 7(4), 26–28.

  • Dilnutt, R. (2002). Knowledge management in practice: three contemporary case studies. International Journal of Accounting Information Systems, 3(2), 75–82.

    Google Scholar 

  • Efimova, L., & Swaak, J. (2002). KM and (e)-learning: towards an integral approach? In S. Gherardi & D. Nicollini (Eds.), Proceedings of the 2nd EKMF knowledge management summer school (pp. 63–69). Sophia: Knowledge Board.

    Google Scholar 

  • Eining, M. M., & Dorr, P. B. (1991). The impact of expert system usage on experiential learning in an auditing setting. Journal of Information Systems, 5(2), 1–15.

    Google Scholar 

  • Eisenhardt, K. M., & Martin, J. A. (2000). Dynamic capabilities: what are they? The Strategic Management Journal, 21(10/11), 1105–1121.

    Google Scholar 

  • Foskett, A. C. (1977). The subject approach to information. Hamden: Linnet Books.

    Google Scholar 

  • Fraser, J. (2006). More PLE questions. Resource document. EdTechUK. http://fraser.typepad.com/edtechuk/2006/10/more_ple_questi.html. Accessed 17.01.2009.

  • Furstenberg, G., Levet, S., English, K. A., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: the Cultura project. Language, Learning & Technology, 5(1), 55–102.

    Google Scholar 

  • Gartner Group. (2002). The 2002 knowledge management hype cycle. Stamford: Gartner Group.

    Google Scholar 

  • Gergen, K. J. (1995). Social construction and the educational process. In L. P. Steffe, J. E. Gale & J. Gale (Eds.), Constructivism in education (pp. 17–39). Hillsdale: Lawrence Erlbaum.

    Google Scholar 

  • Grover, V., & Davenport, T. H. (2001). General perspectives on knowledge management: fostering a research agenda. Journal of Management Information Systems, 18(1), 5–23.

    Google Scholar 

  • Gudmundsdottir, S. (1990). Values and pedagogic content knowledge. Journal of Teacher Education, 41(3), 44–52.

    Google Scholar 

  • Hall, B. (2003). New Technology Definitions. Glossary. Brandon Hall Research. http://www.brandonhall.com/public/glossary/index.htm. Accessed 15.01.2009.

  • Hall, D. J., & Paradice, D. B. (2005). Philosophical foundations for a learning-oriented knowledge management system for decision support. Decision Support Systems, 39(3), 445–461.

    Google Scholar 

  • Hall, D. J., Paradice, D. B., & Courtney, J. F. (2003). Building a theoretical foundation for a learning-oriented knowledge management system. Journal of Information Technology Theory and Application, 5(2), 63–89.

    Google Scholar 

  • Himma, K. E. (2005). Information and intellectual property protection: evaluating the claim that information should be free. Resource document. Berkeley Center for Law and Technology. http://repositories.cdlib.org/bclt/lts/12. Accessed 17.01.2009.

  • Hofstede, G. J. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320.

    Google Scholar 

  • Horton, W. K. (ed). (2000). Designing web-based training: how to teach anyone, anywhere, anytime. New York: Wiley Computer Publications.

    Google Scholar 

  • HP (2008). Content transformation. HP. Resource document. http://www.hpl.hp.com/research/content.html. Accessed 17.01.2009.

  • In Time (2001). Technology. Resource document. University of Northern Iowa. http://www.intime.uni.edu/model/technology/tech.html. Accessed 17.01.2009.

  • Inglis, A. (2003). Will knowledge management technologies be behind the next generation of e-learning systems? Resource document. Open & Distance Learning Association of Australia. http://www.odlaa.org/publications/2003Proceedings/pdfs/inglis.pdf. Accessed 17.01.2009.

  • Jefferies, P., & Stahl, B. C. (2005). Some ethical considerations regarding the relationship of e-learning and pedagogy. In G. Collste, S. O. Hansson, S. Rogerson & T. W. Bynum (Eds.), ETHICOMP 2005. Linkoping: Linkoping University.

    Google Scholar 

  • Jenkins, M., Browne, T. & Walker, R. (2005). VLE Surveys: a longitudinal perspective between March 2001, March 2003 and March 2005 for higher education in the United Kingdom. Survey. UCISA. http://www.ucisa.ac.uk/groups/tlig/vle/vle_survey_2005.pdf. Accessed 16.01.2009.

  • Jervis, M. D. (2008). Integrating physical and digital workspaces. In J. Holland, A. Nicholas & D. Brignoli (Eds.), NZCSRSC 2008 (pp. 222–225). Christchurch: University of Canterbury.

    Google Scholar 

  • JISC (2000). Managed Learning Environments (MLEs) in further education: progress report. Circular 7/00. Joint Information Systems Committee. http://www.jisc.ac.uk/news/stories/2000/07/circular700. Accessed 16.01.2009.

  • Jonassen, D. H., & Carr, C. S. (2000). Mindtools: affording multiple knowledge representations for learning. In S. P. Lajoie (Ed.), Computers as cognitive tools (pp. 165–196). Mahwah: Lawrence Earlbaum Associates.

    Google Scholar 

  • Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 693–719). New York: Macmillan.

    Google Scholar 

  • Jowett, B. (1899). Protagoras: dialogues of Plato. Michigan: The Colonial.

    Google Scholar 

  • Jurubescu, T. (2008). The learning content management system. Revista Informatica Economicã, 4(48), 91–94.

    Google Scholar 

  • Kanuka, H. (2006). Instructional design and e-learning: a discussion of pedagogical content knowledge as a missing construct. Paper. The e-Journal of Instructional Science and Technology, 9(2). http://www.usq.edu.au/electpub/e-jist/docs/vol9_no2/papers/full_papers/kanuka.htm. Accessed 17.01.2009.

  • Karrer, T. (2007). Understanding e-Learning 2.0. Resource document. ASTD. http://www.astd.org/LC/2007/0707_karrer.htm. Accessed 17.01.2009

  • Keegan, D. (1988). On defining distance education. In D. K. Stewart, D. Keegan & B. Holmberg (Eds.), Distance education: international perspectives (pp. 6–33). London/New York: Routledge.

    Google Scholar 

  • Kendall, J. S. & Marzano, R. J. (1997). Content knowledge: a compendium of standards and benchmarks for K-12 education. Resource document. Mid-continent Research for Education and Learning. http://www.mcrel.org/standards-benchmarks. Accessed 15.01.2009.

  • King, W. R. (2005). Communications and Information processing as a critical success factor in the effective knowledge organization. International Journal of Business Information Systems, 1(1/2), 31–52.

    Google Scholar 

  • King, W. R., Marks, P. V., & McCoy, S. (2002). The most important issues in knowledge management. Communications of the ACM, 45(9), 93–97.

    Google Scholar 

  • Kohlberg, L. (ed). (1981). Essays on moral development. San Francisco: Harper & Row.

    Google Scholar 

  • Koppelman, H. (2008). Pedagogical content knowledge and educational cases in computer science: an exploration. Resource document. Informing Science. http://proceedings.informingscience.org/InSITE2008/InSITE08p125-133Koppel450.pdf. Accessed 17.01.2009.

  • Kornai, A. (2008). On the proper definition of information. In T. W. Bynum, M. C. Calzarossa, I. D. Lotto & S. Rogerson (Eds.), ETHICOMP 2008 (pp. 488–495). Mantova: University of Pavia.

    Google Scholar 

  • KPMG. (2000). The knowledge management research report 2000. London: KPMG International.

    Google Scholar 

  • Kuhn, T. S. (1970). Reflections on my critics. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 231–278). Cambridge: Cambridge University Press.

    Google Scholar 

  • Lassila, A., & Poyry, P. L. (2007). Online education and learning management systems from service—centered perspective source. In V. Koskov (Ed.), Proceedings of IASTED International Conference Web-Based Education (pp. 322–330). Anaheim: ACTA Press.

    Google Scholar 

  • Learning Circuits. (2002). Field guide to learning management systems. Resource document. Learning Circuits. http://www.learningcircuits.org/NR/rdonlyres/BFEC9F41-66C2-42EF-BE9D-E4FA0D3CE1CE/7304/LMS_fieldguide1.pdf. Accessed 17.01.2009.

  • Leech, S. A., & Sutton, S. G. (2002). Knowledge management issues in practice: opportunities for research. International Journal of Accounting Information Systems, 3(2), 69–74.

    Google Scholar 

  • Lytras, D. M., & Sicilia, M. A. (2005). Modelling the organizational aspects of learning objects in semantic web approaches to information systems. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 255–267.

    Google Scholar 

  • Malhotra, Y. (2001). Expert systems for knowledge management: crossing the chasm between information processing and sense making. Expert Systems in Applications, 20(1), 7–16.

    Google Scholar 

  • Markus, M. L., Majchrzak, A., & Gasser, L. (2002). A design theory for systems that support emergent knowledge processus. MIS Quarterly, 3(3), 179–212.

    Google Scholar 

  • Martin, E. R., & Webb, D. (2001). Is e-learning good learning? In B. Brook & A. Gilding (Eds.), The ethics and equity of e-learning in higher education (pp. 49–60). Melbourne: Victoria University.

    Google Scholar 

  • Marwick, A. D. (2001). Knowledge management technology. IBM Systems Journal, 40(4), 814–830.

    Google Scholar 

  • Mascha, M. F. (2001). The effect of task complexity and expert system type on the acquisition of procedural knowledge: some new evidence. International Journal of Accounting Information Systems, 2(2), 103–124.

    Google Scholar 

  • Mason, J. (2005). From e-learning to e-knowledge. In M. Rao (Ed.), Knowledge management tools and techniques (pp. 320–328). London: Elsevier Butterworth-Heinemann.

    Google Scholar 

  • McKeever, S. (2003). Understanding web content management systems: evolution, lifecycle and market. Industrial Management & Data Systems, 103(9), 686–692.

    Google Scholar 

  • McRobb, S., Jefferies, P., & Stahl, B. C. (2007). Exploring the relationships between pedagogy, ethics & technology: building a framework for strategy development. Technology, Pedagogy & Education, 16(1), 111–126.

    Google Scholar 

  • Mihalca, R., Uţă, A., Andreescu, A., & Întorsureanu, J. (2008). Knowledge management in e-learning systems. Revista Informatica Economică, 2(46), 60–65.

    Google Scholar 

  • Millard, D. E., Tao, F., Doody, K., Woukeu, A., & Davis, H. C. (2006). The knowledge life cycle for e-learning. International Journal of Continuing Engineering Education and Life-Long Learning, 16(1/2), 110–121.

    Google Scholar 

  • Mulhall, P., Berry, A. & Loughran, J. (2003). Frameworks for representing science teachers’ pedagogical content knowledge. Resource document. Asia-Pacific Forum on Science Learning and Teaching. The Hong Kong Institute of Education. http://www.ied.edu.hk/apfslt/v4_issue2/mulhall/index.htm. Accessed 17.01.2009.

  • Nagi, K. (2006). Solving ethical issues in e-learning. Special Issue of the International Journal of the Computer, the Internet and Management, 14(SP1), 7.1–7.6.

    Google Scholar 

  • Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 1(5), 14–37.

    Google Scholar 

  • Nonaka, I. (2002). A dynamic theory of organizational knowledge creation. Organizational Journal of Strategic Information Systems, 11(2), 85–107.

    Google Scholar 

  • Nonaka, I., & Takeuchi, H. (1995). The knowledge creating-company: how Japanese companies create the dynamics of innovation. New York: Oxford University Press.

    Google Scholar 

  • Nonaka, I., Reinmoller, P., & Toyama, R. (2001). Integrated information technology systems for knowledge creation. In M. Dierkes, A. B. Berthoin, J. Child & I. Nonaka (Eds.), Handbook of organizational learning and knowledge (pp. 827–848). Oxford: Oxford University Press.

    Google Scholar 

  • OECD. (2008). Digital content. Resource document. Organisation for Economic Co-operation and Development. http://www.oecd.org/document/62/0,3343,en_2649_34223_32160190_1_1_1_1,00.html. Accessed 16.01.2009.

  • Online Etymology Dictionary. (2001). Content. Resource document. Online Etymology Dictionary. http://www.etymonline.com/index.php?search=content&searchmode=none. Accessed 17.01.2009.

  • Ornstein, A. C., Thomas, J. L., & Lasley, T. J. (eds). (2000). Strategies for effective teaching. New York: McGraw-Hill.

    Google Scholar 

  • Oxford Dictionary. (2008). Oxford english dictionary. Oxford: Oxford University Press.

    Google Scholar 

  • Phillips, J. T. (2000). Will KM alter information managers’ roles? Information Management Journal, 34(3), 58–59.

    Google Scholar 

  • Podoleanu, M. C. (2005). The learning content management system. Economy Informatics, 1(4), 67–71.

    Google Scholar 

  • Poston, R. S., & Speier, C. (2005). Effective use of knowledge management systems: a process model of content ratings and credibility indicators. MIS Quarterly, 29(2), 221–244.

    Google Scholar 

  • Prusack, L. (2001). Where did knowledge management come from? IBM Systems Journal, 40(4), 1002–1007.

    Article  Google Scholar 

  • Reeves, T. C. (1999). A research agenda for interactive learning in the new millennium. In B. A. Collis & R. Oliver (Eds.), Proceedings of world conference on educational multimedia, hypermedia and telecommunications 1999 (pp. 15–20). Chesapeake: AACE.

    Google Scholar 

  • Reynolds, M. (1997). Learning styles: a critique. Management Learning, 28(2), 115–133.

    Google Scholar 

  • Richards, C. (2004). From old to new learning: global dilemmas, exemplary Asian contexts, and ICT as a key to cultural change in education. Globalization, Societies and Education, 2(3), 337–353.

    Google Scholar 

  • Richter, C., Allert, H., & Nejdl, W. (2005). Minimal activity plans: artifacts for self-organized learning within organizations. In E. M. Ras, M. Memmel & S. Weibelzahl (Eds.), First workshop on learner-oriented knowledge management & KM-oriented E-Learning (pp. 166–169). Kaiserslautern: Springer Verlag.

    Google Scholar 

  • Robertson, J. (2002). How to evaluate a content management system. Resource document. Intranet Journal. http://www.intranetjournal.com/articles/200208/pse_08_19_02c.html. Accessed 16.01.2009.

  • Ronchetti, M., & Saini, P. S. (2004). Knowledge management in an e-learning system. In L. C-K, E. S. Kinshuk, D. G. Sampson, I. Aedo, L. Uden & E. Kahkonen (Eds.), Proceedings of ICALT’04 (pp. 365–369). Joensuu: IEEE International.

    Google Scholar 

  • Rose, J. M. (2005). Decision aids and experiential learning. Behavioural Research in Accounting, 17(1), 175–189.

    Google Scholar 

  • Rose, J. M., & Wolfe, C. J. (2000). The effects of system design alternatives on the acquisition of tax knowledge from a computerized tax decision aid. Accounting, Organizations and Society, 25(3), 285–306.

    Google Scholar 

  • Rowan, B., Schilling, S. G., Ball, D. L., Miller, R., Atkins-Burnett, S., et al. (2001). Measuring teachers’ pedagogical content knowledge in surveys: an exploratory study. Working paper. Michigan University. http://www.sii.soe.umich.edu/documents/pck%20final%20report%20revised%20BR100901.pdf. Accessed 17.01.2009.

  • Rowley, J. (1998). What is information? Information Services & Use, 18(4), 243–254.

    Google Scholar 

  • Sallis, E., & Jones, G. (eds). (2002). Knowledge management in education: enhancing learning & education. London: Kogan Page.

    Google Scholar 

  • Sarah, R. & Haslett, T. (2003). A feedback model of knowledge-creation using conversation-based learning. Working paper. Monash University. http://www.buseco.monash.edu.au/mgt/research/working-papers/2003/wp72-03.pdf. Accessed 14.01.2009.

  • Schulmeister, B. R. (ed). (2003). Lernplattformen für das virtuelle lernen, evaluation und didaktik. Munique: Oldenburgo.

    Google Scholar 

  • Sehring, H. W., Bossung, S., & Schmidt, J. W. (2006). Content is capricious: a case for dynamic system generation. In Y. Manolopoulos, J. Pokorný & T. K. Sellis (Eds.), ADBIS 2006 (pp. 430–445). Thessaloniki: Springer-Verlag.

    Google Scholar 

  • Shaw, S. (2007). Dynamic content: connecting performance and learning. Resource document. ASTD. http://www.astd.org/LC/2007/0807_shaw.htm. Accessed 15.01.2009.

  • Shaw, S. (2008). Collaboration in the world of ISD. Resource document. ASTD. http://www.astd.org/LC/2008/0108_shaw.htm. Accessed 15.01.2009.

  • Sheridan, W. (2008). How to think like a knowledge worker. United Nations Public Administration. Resource document. http://unpan1.un.org/intradoc/groups/public/documents/unpan/unpan031277.pdf. Accessed 17.01.2009.

  • Shulman, L. S. (1988). Disciplines of inquiry in education: an overview. In R. M. Jaeger (Ed.), Complementary methods for research in education (pp. 3–17). Washington: AERA.

    Google Scholar 

  • Siemens, G. (2004). Learning management systems: the wrong place to start learning. Resource document. Elearnspace. http://www.elearnspace.org/Articles/lms.htm. Accessed 17.01.2009.

  • Sigrén, P., & Holmqvist, H. (2005). Syntes och analys av tidigare kravspecifikationer för upphandling av lms inom den svenska högskolan 2000–2004. Härnösand: Myndigheten för Sveriges nätuniversitet.

    Google Scholar 

  • Silva, N. S. A. (2007). An investigation on the impact of culture and ethics on the implementation of e-university. MPhil/PhD transfer document. Leicester: De Montfort University.

    Google Scholar 

  • Small, G. W., & Vorgan, G. (2008). iBrain: surviving the technological alteration of the modern mind. New York: Harper Collins.

    Google Scholar 

  • Smedley, G. A., & Sutton, S. G. (2004). Explanation provision in knowledge-based systems: a theory-driven approach for knowledge transfer designs. Journal of Emerging Technologies in Accounting, 1(1), 41–61.

    Google Scholar 

  • Snowden, D. J. (2000). The paradox of story. Journal of Scenario and Strategy Planning, 1(5), 16–20.

    Google Scholar 

  • Stacey, P. (2001). E-learning value chain and market map. Resource document. T-Net British Columbia. http://www.bctechnology.com/statics/bcelearning.swf. Accessed 15.01.2009.

  • Stahl, B. C. (2002a). Ethical issues in e-teaching—a theoretical framework. In G. King, M. Ross, G. Staples & T. Twomey (Eds.), Proceedings of INSPIRE VII, quality in learning and delivery techniques (pp. 135–148). Limerick: The British Computer Society.

    Google Scholar 

  • Stahl, B. C. (2002b). Ethics and e-teaching: the students’ perspective. Communications of the IIMA, 2(3), 51–62.

    Google Scholar 

  • Stahl, B. C. (2005). E-voting: an example of collaborative e-teaching and e-learning. Journal of Interactive Technology & Smart Education, 2(1), 19–30.

    Google Scholar 

  • Stahl, B. C. (2007). Privacy and security as ideology. IEEE Technology and Society Magazine, 26(1), 35–45.

    Google Scholar 

  • Standards Australia. (2003). Interim Australian Standard- Knowledge Management. Resource document. Standards Australia Limited. http://www.standards.com.au. Accessed 14.01.2009.

  • Svarre, K. (2006). What is content management system? Resource document. SOA. http://searchsoa.techtarget.com/sDefinition/0,,sid26_gci508916,00.html. Accessed 16.01.2009.

  • The Free Dictionary. (2008). Content. Resource document. The Free Dictionary. http://freedictionary.org. Accessed 17.01.2009.

  • Turban, E., King, D., Lee, J. K., & Viehland, D. (eds). (2006). Electronic commerce: a managerial perspective. Thousand Oaks: Prentice Hall.

    Google Scholar 

  • van Harmelen, M. (2006). Personal learning environments. Resource document. University of Manchester. http://octette.cs.man.ac.uk/jitt/index.php/Personal_Learning_Environments. Accessed 17.01.2009.

  • Weller, M. J. (2007). Virtual learning environments: using, choosing and developing your VLE. London: Routledge.

    Google Scholar 

  • Wickramasinghe, N., & Mills, G. L. (2002). Integrating e-commerce and knowledge management—what does the Kaiser experience really tell us. International Journal of Accounting Information Systems, 3(2), 83–98.

    Google Scholar 

  • Wild, F., Modritscher, F. & Sigurdason, S. (2008). Designing for change: mash-up personal learning environments. Resource document. E-learning Papers. http://www.elearningeuropa.info/files/media/media15972.pdf. Accessed 17.01.2009.

  • Wilkoff, N., Walker J., Root, N.L. & Dalton J.P. (2001). What’s next for content management? Resource document. Forrester Research. http://www.documentum.com/news/reviews/forrester_cm.htm. Accessed 17.01.2009.

  • Williams, M. C. (2002). A conversation regarding ethics in information systems educational research. In A. Salehnia (Ed.), Ethical Issues of Information Systems (pp. 164–176). Hershey: IRM Press.

    Google Scholar 

  • Wilson, S. M., Schulman, L. S., & Richért, A. E. (1987). 150 different ways of knowing: representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers´ thinking (pp. 104–124). London: Cassell Education.

    Google Scholar 

  • Winter, M. (2006). Learning Management Systems in the workplace: a research report. Research report. Tertiary Accord of New Zealand. http://www.tanz.ac.nz/pdf/LMS_Final.pdf. Accessed 17.01.2009.

  • Wright, K. (2005). Personal knowledge management: supporting individual knowledge worker performance. Knowledge Management, Research and Practice, 3(3), 156–165.

    Google Scholar 

  • Yordanova, K. (2008). Integrated solution for learning content management systems development. In V. Uskov (Ed.), Web-Based Education 2008 (pp. 125–128). Innsbruck: ACTA.

    Google Scholar 

  • Zollo, M., & Winter, S. G. (2002). Deliberate learning and the evolution of dynamic capabilities. Organization Science, 13(3), 339–351.

    Google Scholar 

Download references

Acknowledgments

The authors of this paper would like to recognize the tremendous effort of Dr. Bernd Stahl, Ms. Mary Prior and Professor Simon Rogerson regarding their support and guidance throughout their PhD projects, and also to be grateful to all that have made comments and suggestions during ETHICOMP 2008.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Gonçalo Jorge Morais Costa.

Additional information

This paper is an enhanced and revised version of the paper presented during ETHICOMP 2008.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Costa, G.J.M., Silva, N.S.A. Knowledge versus content in e-learning: A philosophical discussion. Inf Syst Front 12, 399–413 (2010). https://doi.org/10.1007/s10796-009-9200-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10796-009-9200-1

Keywords

Navigation