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.
| Original language | English |
|---|---|
| Pages (from-to) | 21-36 |
| Number of pages | 16 |
| Journal | Technology, Pedagogy and Education |
| Volume | 22 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Mar 2013 |
| Externally published | Yes |
Keywords
- online identities
- online learning
- social capital
- social constructivism
- tacit knowledge