Abstract
Abstract : Technological advances are sparking knowledge creation through ideas and theories, creating entirely new ways of consuming goods and services. Education can help people ride the wave of change by giving students the needed 21st-century work skills. Digital technologies can unleash new ways of owning knowledge through interactive teaching and learning models while encouraging collaboration between academics and students. The educational industry is continuously challenged to innovate in order to remain relevant and survive technological disruption. One demand on resources is learning and specifically the concept of collaborative learning. The role of knowledge repositories to achieve research output allows for collaboration and strengthening of research capacity while improving the quality of the output. An in-depth literature review was performed that focused on traditional pedagogical principles and its combined application with Web 2.0 technologies. A design-based research (DBR) method was followed from a pragmatic perspective in a qualitative setting to find a model that contributes to the teaching of postgraduate students in an ever-demanding and transforming knowledge economy. The primary objective of this study was to determine how an online community and knowledge repository could contribute to the management and facilitation of knowledge creation and sharing when teaching postgraduate students. The DBR component of this study was to implement a conceptualised model using qualitative data analysis to measure the outcome of the conceptualisation in attaining benefits for all stakeholders involved. The study has shown how digital technologies provide new ways of owning knowledge, through interactive teaching and learning models, it has further shown how knowledge repositories can successfully achieve research output through collaboration and strengthening of research capacity while improving the quality of output.
M.Phil. (Information Management)