Motivation, Self-Assessment and Tacit Knowledge in e-Learning context selection

Yue Hong Eric Tsui, V. W S Yeung, B. J. Garner

Research output: Chapter in book / Conference proceedingConference article published in proceeding or bookAcademic researchpeer-review

1 Citation (Scopus)


Formal consideration of the links between students' Motivation, Self-Assessment abilities and Tacit Knowledge is shown in this paper to provide a useful model (MSATK) for planning postgraduate, Web-based education. The design of effective e-Learning courses requires a Learning Framework that emphasizes contextanalysis within knowledge-mediated processes. Contextual analysis ensures that self-assessment will be effective in complex domains that rely on Web sources of experiential knowledge, usually accessible as Professional practice models that employ diagnostic tools for scenario simulation processes. Demographic trends now facing Japan and Western countries, and the knowledge management support requirements of global e-Learning initiatives are challenging the value of current selfassessment processes. Building a Culture of Critique is highly desirable, but the lack of an Learning Framework that reflects student ownership of their learning process has obscured the need for tools to correctly interpret domain contexts, or for student freedom to drive the need for modified scenarios. The value of a Learning Framework that links motivation, tacit knowledge, selfassessment practice and contextual analysis is examined in this paper with consequential implications for Web support.
Original languageEnglish
Title of host publicationProceedings of the 7th IASTED International Conference on Web-Based Education, WBE 2008
Number of pages6
Publication statusPublished - 1 Dec 2008
Event7th IASTED International Conference on Web-Based Education, WBE 2008 - Innsbruck, Austria
Duration: 17 Mar 200819 Mar 2008


Conference7th IASTED International Conference on Web-Based Education, WBE 2008


  • Contextual analysis
  • Motivation
  • Self-Assessment
  • Tacit Knowledge

ASJC Scopus subject areas

  • Computer Networks and Communications
  • Human-Computer Interaction
  • Education

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