THE IDENTIFICATION OF CONSTRUCTIVIST PEDAGOGY IN DIFFERENT LEARNING ENVIRONMENTS

  • Hans Otting
  • Wichard Zwaal
Part of the Educational Innovation in Economics and Business book series (EIEB, volume 10)

Abstract

The present society is often considered as a knowledge or learning society in which the continuous advancement of the level of knowledge has become an important political and economic issue (Dijstelbloem & Schuijt, 2002; WRR, 2002). Increasing global competition and technological advancement have a decisive impact on the rate of product innovation in organizations and, by consequence, influence the work environment, the task complexity, and the expected performance of every individual employee. Knowledge and learning, rather than capital, are becoming the main resources of the new global economy in which the use and creation of knowledge are considered as the most important factors for sustained economic growth. Therefore, companies in the global knowledge economy focus on the improvement of their knowledge base and highly value lifelong learning activities. Successful companies are the ones that learn effectively, because they understand that knowledge is becoming their most valuable asset and therefore focus on knowledge creation and knowledge sharing for sustainable economic success (Nonaka, 1991; Davis & Botkin, 1994a, 1994b; Nonaka #x0026; Takeuchi, 1995; De Geus, 1997; Choo, 1998; Drucker, 1999). The business sector has discovered the value of knowledge and their interest in knowledge and learning is growing. In a knowledge society, learning is the key factor for the production and diffusion of knowledge.

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Copyright information

© Springer 2007

Authors and Affiliations

  • Hans Otting
    • 1
  • Wichard Zwaal
    • 1
  1. 1.Christelijke Hogeschool NederlandLeeuwardenThe Netherlands

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