The Impact of Socialization on Collaborative Learning Method in E-Learning Management System (eLMS)

Abstract

The rapidly increasing use of information and communication technology (ICT) in the academic community allows learners to access information and academic content anywhere at anytime. e-Learning Management System (eLMS) is one of the popular tools that are increasingly being used in higher education institutions to support and manage teaching and learning. This empirical study was thus conducted to investigate the impact of e-learning on the socialisation among students in Iraq. The sample comprised of 109 undergraduate students from College of Information Technology at a public university in Iraq, all of whom were active eLMS users. The participants took part in a survey, the results of which indicated that knowledge can be effectively transferred from lecturer to students via eLMS, which motivates students to share knowledge with peers through socialisation process, which is one of the critical aspects of Knowledge Management (KM).

Full text

Paper—The Impact of Socialization on Collaborative Learning Method in E-Learning Management…
The Impact of Socialization on Collaborative Learning
Method in e-Learning Management System (eLMS)
https://doi.org/10.3991/ijet.v14i20.10992
Zahraa Abed Aljasim Muhisn ()
Al-Qasim Green University, Al Qasim, Iraq
zahraa.a@uoqasim.edu.iq
Mazida Ahmad, Mazni Omar, Sinan Adnan Muhisn
Universiti Utara Malaysia, Sintok, Malaysia
Abstract—The rapidly increasing use of information and communication
technology (ICT) in the academic community allows learners to access infor-
mation and academic content anywhere at anytime. e-Learning Management
System (eLMS) is one of the popular tools that are increasingly being used in
higher education institutions to support and manage teaching and learning. This
empirical study was thus conducted to investigate the impact of e-learning on
the socialisation among students in Iraq. The sample comprised of 109 under-
graduate students from College of Information Technology at a public universi-
ty in Iraq, all of whom were active eLMS users. The participants took part in a
survey, the results of which indicated that knowledge can be effectively trans-
ferred from lecturer to students via eLMS, which motivates students to share
knowledge with peers through socialisation process, which is one of the critical
aspects of Knowledge Management (KM).
Keywords—Knowledge management (KM), Socialization, e-Learning Man-
agement System (eLMS), Tacit Knowledge, Explicit Knowledge
1 Introduction
The rapidly increasing use of information and communication technology (ICT) in
the academic community changes how knowledge is created, stored, organised, dis-
seminated, and managed [1]. The practice of ICT in all forms of education is enforced
and continuous technological advancement in use of ICT at has replaced traditional
learning schemes with modern eLearning solutions with more flexibility and freedom
for students to learn at their own pace and time with the use of computer, tablets,
mobile, and internet facility [2].
According to [3], electronic learning (e-learning) is an ICT application aimed at
improving access to resources that facilitate education and learning. [4] pointed out
that e-Learning Management System (eLMS) as an e-learning platform / system is
increasingly being adopted by academic institutions to help facilitators and students
gain access to online services and educational materials.
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As Knowledge Management (KM) provides a way to capitalise on intellectual
capital, it can also be used in Institutions of Higher Learning (IHLs)[5]. Moreover, it
is recognized that IHLs work in the field of knowledge, as they engage in the creation
and dissemination of knowledge, and are increasingly exposed to market pressures in
a similar way to other companies.
2 Related Works
2.1 Review of e-learning management system (eLMS)
Learning is defined as the process of interaction between learners, learning content,
teacher, and learning peers, and its effectiveness relies on the success of close interac-
tion among these elements [1]. e-learning can be defined as learning using electronic
means. In addition, a study [6] described it as acquiring skills and knowledge using
electronic technologies, such as WANs, LANs, and computer-based approaches. E-
learning has emerged as an educational support tool for building an ICT-based learn-
ing environment [7].
According to [8], e-learning has not only become more effective but also more rap-
id due to the emergence of the Internet, which can be used to access a wide range of
learning tools, and allows the users (teachers and students) to communicate through
discussion forums, e-mail and social networks. Thus, this concept can be used as a
major learning method or as a common way to the face-to-face class.
According to [9], many benefits can be derived from online learning platforms, as
they promote innovation skills and enhance thinking, thus enabling students to take
part in sharing knowledge and sharing open societies without restrictions on space and
time by exchanging thoughts, sharing ideas and exploring information together.
e-Learning Management System (eLMS) is defined as the technology that based on
the web that can assists with the distribution, monitoring, and evaluation of the learn-
ing process [10]. eLMS has recently been recognised as effective in supporting learn-
ing opportunities worldwide and provides a means of delivering education and flexi-
bility to higher education institutions [4], [11], [12].
2.2 Knowledge management
The Knowledge Management (KM) concept pertains to any practices and processes
involved in the creation, capture, acquisition, exchange, and use of knowledge, exper-
tise, and skills [13]. In the context of higher education, KM includes organising and
creating organisational knowledge, sharing that knowledge with suitable individuals
and appropriate groups, and facilitating the application of that knowledge to achieve
institution‘s goals and missions [14].
According to a study [15], effective KM is now the main driver of new ideas and
knowledge for innovation, and is essential for the development of a new services,
products and innovative solutions. Based on their study on higher education, a study
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Paper—The Impact of Socialization on Collaborative Learning Method in E-Learning Management…
by [16] concluded that KM can be implemented successfully in public universities in
Malaysia.
More than two decades ago, [17] proposed a knowledge management model that
classifies knowledge into tacit and explicit knowledge. Socialisation is one of the
critical aspects of KM. This is especially true in eLMS, which motivates students to
share knowledge with their peers.
2.3 Socialisation in eLMS
Socialisation process involves transferring lecturers‘ tacit knowledge to individu-
als, groups, and the entire organisation to create new knowledge [17]–[19]. Socialisa-
tion can take place in IHLs during classes, where lecturers use experiences to impart
knowledge to students in the form of new thoughts, inspiration, and discussions [20].
Socialisation refers to social interactions and transactions [21], [22] that comprise
of three dimensions, namely structure, relative, and cognitive [23]. According to [22],
the structure dimension is divided into physical (such as brainstorming and discus-
sion) and online (such as email and forum) forms. The relative dimension refers to the
relationships among individuals that have been formed previously, while the cognitive
dimension pertains to social interactions among members of an organisation. [24]
further categorised the social interaction in online environment into synchronous and
asynchronous. According to the authors, synchronous transmission involves audio and
videoconferencing, and the asynchronous transmission provides email and forum
services.
In an earlier study, [25] outlined three categories of social boundaries, denoting
them as human−human, human−object, and human−place. These three social interac-
tion dimensions are coupled with the first two categories of social boundaries involv-
ing face-to-face or online discussions to accelerate social interactions and transactions
among individuals who already know each other [23]. According to Adam in collabo-
rative learning received a new interpretation in the context of e-learning - collabora-
tive learning supported by the computer [26].
From the industrial perspective, socialisation is referred to as the transfer of ex-
perts‘ tacit knowledge to learners [27]. It can be achieved through mentoring ap-
proach, work rotation involving different units, and collaboration [28]. In such con-
texts, tacit knowledge is formed from the information on the product, services, cus-
tomers, and operating procedures [29]. Empirical evidence suggests that it is also
formed from employees‘ valuable professional knowledge, which is shared to im-
prove organisational efficiency and effectiveness [30], [31]. In an earlier study, [17]
that most Japanese firms emphasise transfer of experts‘ tacit knowledge into novices‘
tacit knowledge, aimed at giving the organisation competitive advantage.
In addition, a study by [32], founded that concrete social interaction relationships
can improve tacit knowledge among managers. However, [33] challenged the view
that socialisation is a process of transferring experts‘ tacit knowledge, as skills are not
necessarily acquired from the experts, but could be obtained through self-learning. On
the other hand, [34] argued that socialisation is not necessary for transferring tacit
knowledge required for diagnosing disease because the delivery process is asynchro-
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nous, utilising mailing list, not synchronous using video conference. These authors
emphasised that socialisation involves time factor, rather than activity factor. Howev-
er, [35] found that direct communication is an important factor in socialisation, which
is further enhanced by a continuous relationship among the group members.
In education, lecturers‘ tacit knowledge is the expertise transferred in the form of
experience and ideas relating to content studied by learners. According to [36], social-
isation is implemented through social activities, such as informal meetings between
lecturers and learners, consortium, and industrial training. These learning activities
involve communication among learners, lecturers, and peers and are aimed at sharing
knowledge through synchronous and asynchronous relationships [37]. In addition,
according to [9], socialisation is promoted by online discussions, video conferences,
social community development, email, virtual classes, interactive learning, wikis, web
2.0 platform, and collaborative writing tools.
Studies by [24], [38] emphasised the importance of communication and collabora-
tion applications, such as email and forums, as these provide opportunities for discus-
sions and Q&A sessions among lecturers, learners, and peers regarding assignments
and curriculum content. These tools can also be used by teachers to share their experi-
ences as well as their beliefs and perceptions [39]. This tacit knowledge transfer and
sharing process takes a semester to complete, including fulfilling the coursework
requirements.
The discussions presented in the previous paragraph indicate that a strong sociali-
sation process contributes to the quality of the created knowledge [22]. [40] argued
that socialisation is a process of sharing ideas and opinions among learners with the
aim of solving problems. In fact, [21] suggested that socialisation could be interpreted
as a process of social interaction and transaction that leads towards tacit knowledge
sharing face-to-face or online, or via both modes through outdoor activities, in class-
rooms, and eLMS. These interactions can involve learners, lecturers, and peers and
are effective in improving learners‘ tacit knowledge. However, [36] posited that so-
cialisation is not required in educational context because the learner−lecturer interac-
tion is too short for tacit knowledge transfer.
However, authors of the extant studies discussed in the preceding sections focused
on activities facilitating socialisation, while neglecting the inter-related elements that
form the socialisation process. Moreover, none of these authors assessed the im-
portance of the role of individual experts who transfer tacit knowledge and guide
novices in expanding the knowledge into groups and further into the organisation, as
outlined in the Socialization-Externalization-Combination-Internalization (SECI)
model. Similarly, the effectiveness of the socialisation process has never been meas-
ured in the context of lecturers−learners and learners−peers relationships in augment-
ing learners‘ tacit knowledge in the forms of independent learning, thinking, and deci-
sion making.
eLMS provides forums that support interactions and transactions among lecturers,
learners, and peers. Although these interactions and transactions are not in real time,
they provide opportunities for learners to interact with lecturers as the alternative for
face-to-face meetings in classroom or in other formal settings. Some students feel
more comfortable discussing their issues face-to-face with lecturer's than others.
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Hence, online learning simplifies communications in supporting knowledge and expe-
rience sharing and collaboration in groups, thus helping avoid the feeling of being
neglected [41]. In short, according to available evidence [21], [24], [38], [42] sociali-
sation could be measured in term of extent and frequency of interactions and transac-
tions among learners (novices) and lecturers (experts) through email and forums, as
well as among learners and peers, in creating and sharing tacit knowledge.
2.4 Socialisation in eLMS: Expository technique
When the expository techniqueis adopted, learning begins with the interaction and
transaction between lecturers and learners. In particular, it starts with lecturers ex-
plaining to the learners the coursework, including the course notes, assignments, quiz-
zes, and final examination, at the beginning of the semester. In fulfilling the course-
work requirements, lecturers teach the curriculum and discuss with the students any
remaining issues. Most importantly, learners have the opportunity to interact with
lecturer's outside the lecture hours through emails and forums to improve their under-
standing of the course content. Learners benefit more from the interaction with lectur-
ers compared to other learners (peers) because they depend on lecturers‘ expertise to
master the course content. At the end of the learning process, learners‘ tacit
knowledge is improved and can be shared with lecturers and peers. In short, the face-
to-face and online interactions and transactions among lecturers, learners, and peers
form the socialisation process in online learning environments.
2.5 E-Learning and knowledge management
Knowledge is widely considered the most important asset in any organisation, and
thus in the universities and IHLs [5], [16]. According to [43], e-learning has become
an important step in the development of KM systems. Study by [44] illustrated some
similarities between KM and e-learning, stating that both provide knowledge to thes
users, albeit in in different forms. This content can be added, reused, or modified as
required for different approaches. They also emphasised that the structure of the sys-
tem is almost the same for both concepts. For both systems, it is extremely important
to provide communication and collaboration facilities, such as forums, email, and
chat-rooms, but also other means of communication.
Most IHLs provide e-learning system to their students in the form of forums
through which they can communicate with their peers electronically by discussing the
learning materials and sharing experiences. Such e-learning systems include personal
and scientific information related to individual lecturers, such as the list of academic
papers and articles they published, as well as contact information such as e-mail, so-
cial networking platforms, and phone number. In addition, they may offer video li-
brary featuring lectures given by individual lecturers.
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3 Methodology
As a part of the present study, a quantitative survey was conducted to understand
the impact of e-learning on the socialisation among students in Iraq. According to
[45], this is appropriate research design because it allows determining relationships
among several factors.
The survey research design was adequate for the present study because pertinent
data could be obtained via a set of questionnaires developed by [15] that focus on how
knowledge is transferred through the socialisation process among students. The in-
strument was verified by five experts based on face and content validity. In this study,
the sample comprised of 109 undergraduate students from College of Information
Technology at a public university in Iraq, all of whom were actively involved in
eLMS.
Data collection for this study was carried out during February 2019. The question-
naire distributed to the participating students contained 12 questions focusing on the
process of transferring expertise from lecturers to students via emails, forums, and
other means. All questions required a response on a five-point Likert scale ranging
from 1=―Strongly Disagree‖ to 5=―Strongly Agree.‖
4 Results and Discussion
The survey involved 109 respondents, comprising of 39 males and 70 females. The
majority of the students were between 19 to 23 years old.The gathered data was ana-
lysed using Statistical Package for Social Science (SPSS).The reliability of the in-
struments was 0.852. It can be noted that the average score was 3.56 with SD =
.62990, Table 1 summarises the results of the descriptive statistics analysis.
Table 1. Descriptive Statistics
Questions
Stronly
Disagee
Diagree
Do not
agree
neither
disagree
Agree
Strongly
agree
Mean
Std.
Devia-
tion
Rank
1
I always email the lectur-
er.
N
14
12
28
19
36
3.47
1.38490
7
%
12.8%
11%
25.7%
17.4%
33%
2
I always make an ap-
pointment via email.
N
11
23
29
23
23
3.22
1.27916
12
%
10.1%
21.1%
26.6%
21.1%
21.1%
3
Lecturer replies directly
to my email
N
11
21
23
21
33
3.40
1.36164
8
%
10.1%
19.3%
21.1%
19.3%
30.3%
4
I use the consultation hour
to communicate with the
lecturer.
N
15
15
27
19
33
3.37
1.39881
9
%
13.8%
13.8%
24.8%
17.4%
30.3%
5
Lecturer participates in
the discussion by giving
his/her comments and
ideas.
N
8
15
20
27
39
3.68
1.29014
4
%
7.3%
13.8%
18.3%
24.8%
35.8%
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6
I get immediate responses
to my question.
N
11
14
26
28
30
3.48
1.29526
6
%
10.1%
12.8%
23.9%
25.7%
27.5%
7
I exchange ideas with my
lecturer during discussion.
N
8
16
18
28
39
3.68
1.29730
3
%
7.3%
14.7%
16.5%
25.7%
35.8%
8
I interact actively with the
lecturer.
N
7
11
23
38
30
3.67
1.17106
5
%
6.4%
10.1%
21.1%
34.9%
27.5%
9
I seek clarification from
the lecturer whenever I
have a question.
N
13
16
24
25
31
3.41
1.35545
11
%
11.9%
14.7%
22%
22.9%
28.4%
10
I exchange ideas with my
friends through group
discussion.
N
2
15
18
25
49
3.95
1.15779
2
%
1.8%
13.8%
16.5%
22.9%
45%
11
I collaborate with my
friends to complete the
assignment given.
N
9
3
8
39
50
4.08
1.17952
1
%
8.3%
2.8%
7.3%
35.8%
45.9%
12
I interact actively with
other students.
N
18
14
23
18
36
3.37
1.46982
10
%
16.5%
12.8%
21.1%
16.5%
33%
Average Result
3.56
.62990
The highest average score was recorded for Question 11: ―I collaborate with my
friends to complete the assignment given,‖ with the mean of 4.08 and standard devia-
tion of 1.17952. This was followed by Question 10: ―I exchange ideas with my friends
through group discussion‖ (M = 3.95, SD = 1.15779). The lowest average score was
recorded for Question 2: ―I always make an appointment via email‖ (M = 3.22, SD
=1.27916), followed by Question 9: ―I seek clarification from the lecturer whenever I
have a question‖ (M = 3.41 and SD = 1.35545). The explanations are also demon-
strated in Figure 1.
This study shows that knowledge can be effectively transferred from lecturers to
students via eLMS, which motivates students to share knowledge with their peers
through socialisation process, which is one of the critical aspects of KM, as it helps
exchange knowledge. This can be done during classes where lecturers use experience
to impart knowledge to students in the form of new ideas, inspiration, and discussions
[20]. This finding is supported by [46], who found that the eLMS supported learning
environment in higher learning institutions. Students have positive attitude toward
eLMS, as they believe that it can help with improving their academic performance by
promoting collaboration with peers to complete assignments. They also found it use-
ful for exchanging ideas and interaction with lecturers and colleagues through group
discussions, emails, chat, and forums.
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Fig. 1. The responses of sample respondents are about socialization
5 Conclusion and Recommendation
Based on the findings reported in this work, students seem to be relying mostly on
the lecturers, while failing to use all the available tools for socialisation with peers to
create and explore new knowledge. This is likely due to the view that novices can
benefit more from interactions with experts. Therefore, it is important for lecturers to
play their role at the beginning of learning, allowing students to construct knowledge.
When students become more mature and independent, they will likely start to explore
knowledge from external sources and interact with their friends.
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7 Authors
Zahraa Abed Aljasim Muhisn is a lecturer at Al-Qasim Green University, Iraq.
She received the BSc. degree in computer science from University of Babylon, in
2010, the MSc. degree in information technology from School of Computing, College
of Arts and Sciences, Universiti Utara Malaysia in 2015. Her current research inter-
ests include information system development, empirical software engineering and
software engineering education.
Mazida Ahmad is a senior lecturer at the School of Computing, College of Arts
and Sciences, Universiti Utara Malaysia. She received the BMIS degree from Interna-
tional Islamic University of Malaysia, in 2001, the MSc. degree in software engineer-
ing from Universiti Teknologi Malaysia, in 2003, and the Ph.D. degree in knowledge
management from Universiti Sains Malaysia, in 2010. Her current research interests
include knowledge management, information system development and software engi-
neering education. mazida@uum.edu.my
Mazni Omar is a senior lecturer at the School of Computing, College of Arts and
Sciences, Universiti Utara Malaysia. She received the BSc. degree (with honors) in
information technology from Universiti Utara Malaysia, in 2000, the MSc. degree in
software engineering from Universiti Teknologi Malaysia, in 2002, and the Ph.D.
degree in information technology and quantitative sciences from Universiti Teknologi
MARA, Malaysia, in 2012. Her current research interests include agile software de-
velopment, empirical software engineering, software quality and data mining. maz-
ni@uum.edu.my
Sinan Adnan Muhisn holds the BSc. degree in computer science from University
of Babylon, in 2005, the MSc. degree in information technology from School of
Computing, College of Arts and Sciences, Universiti Utara Malaysia in 2015. His
iJET ‒ Vol. 14, No. 20, 2019
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Paper—The Impact of Socialization on Collaborative Learning Method in E-Learning Management…
current research interests include information system development, software engineer-
ing education, web services applications. sinan_net1@yahoo.com
Article submitted 2019-06-04. Resubmitted 2019-07-14. Final acceptance 2019-07-15. Final version
published as submitted by the authors.
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