Effective Knowledge Creation and Transfer in e-Learning Using SECI Model

With the growing use of e-learning in corporate environments, it is increasingly important to evaluate its role in supporting effective knowledge management. E-learning has become an increasingly influential tool for organizational development and knowledge management (KM). While traditionally used for employee training, its role has expanded to include supporting the creation, sharing, and internalization of knowledge. This paper explores the potential and limitations of e-learning in facilitating knowledge creation and transfer using the SECI model, a foundational framework in KM theory. Although widely applied in traditional environments, the adaptation of the SECI model to e-learning contexts remains underexplored. To address this gap, we conducted a qualitative, exploratory study involving experienced e-course designers from the Gdańsk University of Technology, aiming to identify how each phase of the model can be effectively implemented in digital learning environments. Our findings indicate that each phase demands distinct strategies, tools, and pedagogical approaches. In the Socialization phase, “learning by interacting” is crucial, yet the lack of spontaneous dialogue in online environments poses a significant barrier. Effective strategies include designing informal communication spaces, implementing structured peer interactions, and building psychological safety. The Externalization phase, or “learning by exchanging,” requires structured environments where learners can articulate tacit knowledge. Challenges such as low motivation and trust issues can be mitigated through incentives, peer-to-peer learning, and content validation functionalities. The Combination phase, characterized by “learning by creating,” focuses on synthesizing explicit knowledge through collaborative tasks. However, evaluating creativity and ensuring equal participation remain problematic in large-scale e-learning. Solutions include AI-assisted assessment, collaborative platforms with contribution tracking, and milestone-based project work. In the Internalization phase, “learning by doing” is essential for converting explicit knowledge into tacit. This requires practice-oriented activities such as simulations, case studies, and prototype development. Barriers like limited personalized feedback and high implementation costs can be addressed through peer review, AI-based feedback systems, and ready-made simulations. A key insight from this research is that the primary barrier to applying the SECI model in e-learning is not technological, but rather a lack of instructional design expertise. While technology plays a supportive role, the success of knowledge processes depends largely on thoughtful, pedagogically informed course design. The study emphasizes that e-learning should be seen not merely as a content delivery tool but as a dynamic environment for organizational learning and innovation. This paper offers both theoretical and practical contributions. It extends the application of the SECI model to online learning environments and provides a structured framework for instructional designers, HR professionals, and corporate trainers aiming to enhance KM through e-learning. It also outlines practical tools, challenges, and design strategies for each SECI phase. While the study is exploratory in nature and based on a limited sample, it lays the foundation for future research into integrating KM theory with digital education, particularly in the context of emerging technologies such as artificial intelligence.