Sammendrag
This study explores how knowledge co-creation in the learning process is
affected and facilitated by digital technologies, in particular 3D printing and RFID
reading. A qualitative single-case study presents the learning process in class based
on a model of intermodal transportation with RFID reading and 3D-printed objects. Data from five semi-structured interviews, questionnaires, situation observations in three experiential labs, and archival materials are interpreted through
the experiential learning approach to emphasize the role of 3D printing in learning and knowledge creation. The study reveals how digital technologies transform
the learning process to help students develop practical skills in the supply chain
management (SCM) field. The active experimentation further shows that the use
of 3D printing and RFID reading encourage meaningful communication between
students and lecturers and increases students’ active engagement in learning and
knowledge creation. The findings reveal that the learning process in the digital era
becomes transformed into increasingly new forms of integrative knowledge and
competence, emphasizing practical and technical skills. It results in a shift from
passive to active learning or from a teacher-centered to a student-centered approach to developing students’ practical skills for companies’ needs when adopting new technology in practice. The study shows the potential of digital technologies for further adoption in SCM and logistics curriculums beyond the so-called
STEM disciplines.
More empirical studies applying experiential learning are suggested on how
learning from formal education and so-called strategic learning from companies’
experience can be integrated into the process of knowledge co-creation based on
digital technology.
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