Between the tacit and the explicit: ICT as a facilitator for knowledge creation and learning in physiotherapy education

Abstract

It is a national aim to increase the pedagogical utilization of ICT in higher education and to use ICT to promote learning and innovation. E-learning tools and projects are prime examples for meeting this aim. Much research in this area seems to focus on economical, organizational and user satisfaction issues. Less is focusing on which type of knowledge the tools represent, and it seems to be a tradition of choosing a technological platform prior to its intended use in teaching. This study investigates a project, Fysio-nett, made to support a decentralized study program in physiotherapy at Tromsø University College, Norway through a qualitative, interpretative approach. The research material is analyzed with theories on knowledge perspectives, Communities of Practice and Actor Network Theory with the objective to analyze how knowledge and learning is represented in the project. It is also an objective to look at how sustainability can be created for the project. The study shows that Fysio-nett is a different approach to creating and implementing an e-learning tool in that knowledge can be identified as the driving force for its creation. Knowledge creation has occurred both in the creation and utilization phase of the project, mainly through interaction between tacit and explicit knowledge. It is also shown that the tool is highly dependent on being an integrated piece of technology in a Community of Practice. Finally, utilization and sustainability for the project is suggested improved through the recognition of that the flexible design of the tool demands that organizational measures are taken to compensate for this flexibility.