An Empirical Study On The Development And Teaching Application Of Experimental Video Case

Along with the rapid development of information technology and the widely spread of multimedia equipment in practical teaching, video case as a teaching method has gradually gained popularity. We analyzed the problems existing in current video case teaching and introduced the concept of experiential video case based on the research on experiential education and video case. Based on a video case which the author participated as a producer, we introduced the process of developing of an experiential video case and how to use it in management courses. For the first time we provide new mentality for developing video case education, finally we conclude the unique advantages of experiential video case teaching as a new teaching method in business school.Educational institutions are knowledge intensive organizations. In the daily educational activities, schools have to obtain, store, share, utilize, and generate knowledge; in other words have to capable of managing knowledge management (KM) so as to train and educate the students effectively. On the other hand, today’s global economy and societal needs lay great challenges on schools for educating knowledgeable and skillful students who will meet the expectations. However, a wide range of literature reveals that educational organizations are not ready to embrace knowledge management and not aware of the crucial importance of tacit knowledge.Based on the concept of experienced video case, we try to explain from the perspective of tacit knowledge in knowledge management, and prove the experiential video case teaching effect through the empirical study. For the study of teaching video case, some scholars proposed the video case teaching can promote the explicit level of tacit knowledge in educational organizations, but no scholar had done any empirical research on this point.This article uses the literature research, questionnaire survey, comparative analysis and other methods to sum up the impact factors of the externalization of tacit knowledge through experienced video case teaching, the indexes to evaluate the explicit level of tacit knowledge. We put forward a conceptual model to study the relations between the three variables, and studied the relation between explicit level of tacit knowledge and the effect of teaching. The main conclusions are as follows: 1. There is a positive correlation between the level of tacit knowledge to explicit knowledge and information resource base in the schools which adopt experienced video case teaching.2. There is a positive correlation between experienced video case teaching effect and information resource base in the schools which adopt experienced video case teaching.3. There is a positive correlation between the level of tacit knowledge to explicit knowledge and the class structure which adopts the experienced video case teaching.4. There is a positive correlation between the level of tacit knowledge to explicit knowledge and the openness level of organization culture.5. There is a positive relationship between organizational culture and the teaching effect of the experiential video case.6. There is a positive correlation between the level of tacit knowledge to explicit knowledge and teaching effect of the experiential video case.