Applying knowledge management concepts to engage students in an undergraduate online learning community

Abstract

This article presents a case study of blended learning and teaching in an undergraduate course in business economics. The online component was used as a live experiment in knowledge management, with volunteer students forming a Knowledge Management Committee (KMC) to work with the Lecturer, who took on the role of Chief Knowledge Officer (CKO). This experience is analysed in the context of the literature on organisational learning and communities of practice, with particular focus on common identity and common bonding in online communities. Evaluation of the Case within the theoretical context developed, argues for the adoption of a knowledge management approach, with program level online communication, as well as course-specific websites. There is scant evidence of this approach in the Engineering education literature. Peculiarities of each setting also argue for ongoing monitoring of the education experience, through qualitative and quantitative methods.