By Anil Aggarwal

In past times twenty years, telecommunication and Web-enabled applied sciences have mixed to create a brand new box of information referred to as "Web-Based studying and instructing Technologies." the most goal of Web-Based schooling: studying from event is to profit from college studies won whereas enforcing and using those applied sciences. The e-book addresses many traits and matters linked to Web-Based schooling, and explores the possibilities and difficulties confronting schools and universities to successfully make the most of and deal with Web-Based schooling of their educating environments.

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The same processes can be expected to be important in WBL settings. In a similar way, frameworks and taxonomies, such as knowledge market framework (Davenport & Prusak, 2000; Grover & Davenport, 2001), and knowledge management strategies taxonomy (Earl, 2001), originally developed for organizational settings, could be adapted to WBL settings. This section of the chapter focuses on the theory of knowledge reuse (Markus, 2001), which emphasizes that the ultimate purpose of KM is to reuse the knowledge created within organizations.

Communities of practice: People act and construct meaning in communities that serve as repositories and conveyors of meaning, legitimating actions, and constructing and defining discourse practices. • Learning as active participation: People learn by acting. • Knowledge in action: Development of knowledge involves continued knowledgeusing activity in authentic situations. • Mediation of artifacts: Cognition depends on artifacts, chiefly language and culture. • Interactionism: Situations and individuals mutually shape each other.

Cincinnati, OH: Pinnaflex Education Resources. , & Leidner, D. E. (1999). Knowledge management systems: issues, challenges, and benefits. Communications of the Association for Information Systems, 1(7), 1–37. , & Leidner, D. E. (2001). Knowledge management and knowledge management systems: conceptual foundations and research issues. MIS Quarterly, 25(1), 107–136. Brown, J. , & Duguid, P. (1989). Situated cognition and the culture of learning, Educational Researcher (18:1), 32–42. Bruce, C. (1997).

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