How to promote knowledge transfer through a problem-based learning Internet platform for vocational high school students

This study aimed to explore how vocational high school students transfer knowledge through a problem-based learning (PBL) Internet platform. A PBL Internet platform was provided to 33 sophomore mechanical engineering students for a 6-week teaching experiment. A survey questionnaire, observation and...

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Bibliographic Details
Published in:European journal of engineering education 2010-10, Vol.35 (5), p.539-551
Main Authors: Lou, Shi-Jer, Shih, Ru-Chu, Tseng, Kuo-Hung, Diez, C. Ray, Tsai, Huei-Yin
Format: Article
Language:English
Subjects:
Education
Educational Experiments
Engineering Education
High School Students
Instructors
Internet
Interviews
Knowledge
knowledge transfer
Learning
mechanical engineering
Mechanics (Physics)
Observation
On-line systems
Perception
Platforms
Problem Based Learning
Questionnaires
Secondary school students
Student Attitudes
Students
Teaching Methods
Transfer of Training
Vocational education
vocational high school
Vocational High Schools
Web Based Instruction
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Summary:This study aimed to explore how vocational high school students transfer knowledge through a problem-based learning (PBL) Internet platform. A PBL Internet platform was provided to 33 sophomore mechanical engineering students for a 6-week teaching experiment. A survey questionnaire, observation and interview were research instruments. The findings include: 1) factual, conceptual and process knowledge are the major types of knowledge and the sources of knowledge transfer (KT) include students, instructors and industries, but may be acquired differently depending on the level of problem-solving needs; 2) students' KT includes highly experienced tacit knowledge and more concrete explicit knowledge; 3) students' attitudes toward the six domains of using the PBL Internet platform all show positive significance, including the platform, the platform instructors, the platform mobility, online interaction, the PBL and the platform interface mechanism of students' perceptions; 4) the capability and the willingness for KT in instructors, industries and students all have some impact on the effectiveness of KT.
ISSN:0304-3797
1469-5898
DOI:10.1080/03043797.2010.489938