TOO MUCH KNOWLEDGE TO HANDLE DIAGNOSIS OF KNOWLEDGE RETENTION ON ONLINE EDUCATION AT RADBOUD UNIVERSITY

Abstract

The boost in the digitalization of education due to COVID-19 increased knowledge on online education. Universities are reconsidering their teaching methods and, in advance of the end of the pandemic, evaluating which online methods should stay and which old methods teachers should use again. Knowledge retention plays a crucial role in maintaining critical knowledge on online education to improve the quality of education. This case study diagnoses knowledge retention and three conditions for adequate knowledge retention at Radboud University (RU). This diagnostic analysis is performed based on a deductive, practice-oriented case study. Teachers at the selected faculty function at a low level of knowledge retention because they prefer face-to-face communication to the usage of IT. However, while working from home, interactions between teachers have been reduced, which decreases knowledge retention. Besides that, the TLC and Teaching Information Points function at a higher level of knowledge retention since they better document and store online. The implementation of a knowledge retention strategy could contribute to a higher level of knowledge retention. This strategy should focus on people and technology. When implementing new technologies in faculties with a social culture, the technology should match the employees' preferences, such as more social-oriented technologies.