In higher education contexts, improving human resources (e.g., lecturers) are necessary. In this regard, knowledge management can be a catalyst to enhance lecturers’ service quality and compettiveness4,6. Theoretically, knowledge resides in humans and it is difficult to share with others10. With the advancement of information and communication technology, as well as virtual communities in the world of education, there will be more significant opportunities for people to be
involved in sharing knowledge13. However, reluctance to share knowledge has been one of the most problematic issues in the communities.
Knowledge is a typology of data, information, knowledge, and wisdom (Ackoff). According to Davenport5, knowledge is a fusion of experience, values, information, conceptual experts,
and enlightenment that provides a framework for evaluating and accepting new experiences and information. There are two types of knowledge, namely tacit knowledge and explicit knowledge. According to Nonaka and Takeuchi, explicit knowledge and understanding should be easily articulated or understood in writing. Explicit knowledge can be summed up as documented knowledge, which means that it has been recorded or stored in a database and can be learned by everyone
directly. Standard Operating Procedures (SOPs) are examples of documented knowledge. Tacit knowledge is located in someone’s mind or brain, which is obtained through experience
and work. According to Collison and Parcell, knowledge management can be seen from various perspectives, including the humans, process, and technology. Knowledge management can be seen as a holistic approach to achieving institutional goals by focusing on knowledge2. The implementation of the e-learning system integrated with knowledge management in higher education institutions is the result of the development of science and technology. Therefore, the government must advocate the
e-learning and implementation of virtual campuses, especially in universities.
The world is currently moving towards the era of digitalisation of knowledge, making e-learning a very
important problem to be developed by integrating e-learning with knowledge management. E-learning is used in education and is the application of internet technology in the teaching
and learning process, while knowledge management is the process of capturing, disseminating, applying, and managing organisational knowledge. E-learning focuses on the delivery
of knowledge because knowledge management is aimed at capturing knowledge, but they are two complementary processes if properly integrated. Today’s world is integrated through the internet, making it easier for humans to access and disseminate information. Teachers easily spread knowledge to students through the e-learning system. With the development of increasingly
sophisticated technology and more abundant information, teachers and students are confused about getting information and knowledge. So they need a strategy to make it easier to retrieve information and knowledge that is scattered in cyberspace. This can be overcome with knowledge-based e-learning technology. It is assumed that the application of an e-learning system that is integrated with knowledge management can simplify the remote learning system. However, not all e-learning can make learning easier because the more sophisticated the technology, it causes disruptive technology and information. Therefore, the application of knowledge management in e-learning in tertiary institutions needs to be examined for its impact on teacher performance.
The present study has attempted to measure the effect of knowledge integration and e-learning on lecturers’ performance and examine the effect of work procedures and information
technology on lecturers’ performance at State University of Malang, Indonesia. From the findings of this study, three conclusions are obtained. First, Personal knowledge has a positive and significant effect on the performance of lecturers. It means that the higher the personal knowledge, the higher the
performance of the lecturers. Second, work procedure has a positive and significant effect on the performance of lecturers. It means that the better the Work Procedure, the higher the performance of the lecturers. Lastly, technology has a positive and significant impact on the performance of lecturers. It means that the higher the technology used, the higher the performance of the lecturers.
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