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Abstract In the present study, a semantic perspective on e‐learning theory is advanced and a modelling approach is used. This modelling approach towards the new learning theory is based on the four SECI phases of knowledge conversion: Socialisation, Externalisation, Combination and Internalisation, introduced by Nonaka in 1994, and involving two levels of knowledge—tacit and explicit. In the Socialisation phase, the teacher–student interaction activates the exploratory learning behaviour. This phase is emotionally and socially loaded. The Externalisation phase is partly emotional but a cognitive dimension is also needed, which requires creativity. This phase works optimally if it is collaborative in nature. In the Combination phase, an ability for hypothetical–deductive thinking is needed for the modelling approach. During the Internalisation phase, the learning process requires that students engage in seeking to understand and explain natural phenomena, which further demands testing of the theoretical concepts.
Yli-Luoma et al. (Tue,) studied this question.