E Learning Based Employee Learning Model Development for Effective Knowledge Transfer and Retention

Abstract

The main purpose of this research was to develop a conceptual learning design model, which when newlineused to design E-Learning courses, can facilitate the successful transfer and retention of tacit newlineknowledge at learner s level. Learning design principles, which form the base of the model, newlinepromote the conversion of tacit knowledge into explicit knowledge that results in improved tacit newlineknowledge transfer and retention. These principles are Growth Orientation, Reflective Practice, newlineImmersive Learning, Deep Learning and Socialization. The developed model is integrative in newlinenature and offers alternative, more productive approach to learning design. It imbibes knowledge newlineconversion principles into instructional design art and science to facilitate tacit knowledge transfer newlineand retention at learner s level, while still being simple enough to adapt. Using mixed methods newlineapproach, the investigator adopted embedded experiment research design to first develop and then newlinevalidate the model through field testing. The experimental study was conducted at Delhi-based, ECommerce newlineorganization. An independent sample t-test was used to compare the tacit knowledge newlinetransfer and retention of learners randomly assigned to two different groups, experimental (N = newline40) and comparison (N = 40). The employees in experimental group consumed the E-learning newlinecourse designed using the developed model, while learners in the comparison group received an newlineE-learning course based on standard E-learning design principles. The knowledge transfer (M=1.5, newlineSD=1.52) reported by experimental group was significantly higher than the knowledge transfer newline(M=.48, SD=1.66) demonstrated by the comparison group, t(78) = 2.88, p lt .05, d = .64, 95% CI newline[.43, 1.62]. Similarly, learners in the experimental group displayed significantly higher knowledge newlineretention (M=1.7, SD=1.4) than the knowledge retention (M= -.32, SD=1.44) demonstrated by the learners in the comparison group, t(78) = 6.38, p lt .001, d = 1.4, 95% CI [1.49, 2.55]. newline