Abstract—Knowledge management and e-Learning both address the same fundamental problem which is to facilitate learning in organizations. But they approach the problem with two different paradigms, resulting in to two different types of systems. In this paper we investigate on relations between e-Learning and Knowledge Management technology and then illustrate some suggestions to enhance the capture, organization and delivery of large amounts of knowledge by improving and enriching e-Learning contents. Index Terms—E-Learning, Intelligent Content, Knowledge Management, Metadata, Motivation, Organizational Learning. I. INTRODUCTION One of the difficulties facing organizations and researchers alike is that knowledge management, while being intuitively important, is intellectually elusive. It is important because, “with rare exceptions, the productivity of a modern corporation or nation lies more in its intellectual and system capabilities than in its hard assets…” [1]. It is elusive because, “to define knowledge in a non-abstract and non-sweeping way seems to be very difficult and Knowledge easily becomes everything and nothing” [2]. On the other hand fundamental to today’s knowledge economy is how companies foster learning and obtain and retain knowledge from their workers. The rapid pace of change in what workers need to know, the growth of the internet, and accelerated global competition, all contribute to the requirement that successful companies efficiently harvest and use knowledge [3]. Firms have embraced the notion of “Knowledge” as an asset that creates value when shared. Training is no longer seen as an extravagance after a good year of profits, but as a necessity in order to keep up with competitors. Equally these days, companies worry less about training workers and then having them leave and more about not training workers and having them stay. This makes the corporate training knowledge management market the most promising for e-Learning. In business, network technology makes e-Learning possible and allows it to take place during the course of work. Corporations are already heavily wired and conduct an increasing volume of their business, both internally and externally, over the internet. The speed at Manuscript received October 15, 2011; revised October 31, 2011. M. Khademi is with Islamic Azad University, Tehran south branch, Iran (e-mail: khademi@azad.ac.ir). H. Kabir is with Shahid Beheshti university, Tehran, Iran (e-mail: h.kabir@mail.sbu.ac.ir). M. Haghshenas is with The Information Technology Management Association, Islamic Azad University, Science &Research Branch, Tehran, Iran (e-mail: m.haghshenas@srbiau.ac.ir). which this makes it possible to introduce new products, services, and features means that employees have to learn and consolidate new information more and more rapidly. Educating these workers in an efficient and effective way becomes critical to the knowledge management of a firm since organizational survival depends on the service provided to customers and much of this service requires up-to-date knowledge of new products and their ever changing features. Knowledge management is a discipline originating from management studies, but always going hand in hand with information technologies both as a reason for its necessity and as a technical solution for the implementation. Knowledge management takes an organizational perspective on learning, and the main problem it tries to address is the lack of sharing knowledge among members of the organization. Its solutions try to enable and encourage the individuals’ making explicit their knowledge by creating knowledge assets or engaging in discussions. In this paper, we will describe the connection between e-Learning and knowledge management and some recommends are suggested to improve the produced content for being used as a knowledge management tool. Section 2 is comprised of main concepts about knowledge management (KM) and organizational learning (OL). E-Learning construction and its advantages are presented in section 3. In section 4, the relationship between e-Learning and knowledge management is defined. Section 5, will propose some ways to enhance our e-Learning content for KM aims and section 6, will specify motivational Factors in e-Learning. Finally, the paper will be ended by conclusion. II. KNOWLEDGE MANAGEMENT AND ORGANIZATIONAL LEARNING A For centuries, scientists, philosophers and intelligent laymen have been concerned about creating, acquiring, and communicating knowledge and improving the re-utilization of knowledge. However, it is only in the last 15–20 years or so that a distinct field called “knowledge management” has emerged. Knowledge is often defined as a “justified personal belief”. There is much taxonomy that specifies various kinds of knowledge. The most fundamental distinction is between “tacit” and “explicit” knowledge. Tacit knowledge inhabits the minds of people and is either impossible, or difficult, to articulate. Most knowledge is initially tacit in nature; it is laboriously developed over a long period of time through trial and error, and it is underutilized because the organization does not know what it knows. Some knowledge is embedded in business processes, activities, and relationships that have E-Learning Enrichment to Become an Effective Knowledge Management Tool Maryam Khademi, Hoda Kabir, and Maryam Haghshenas International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 1, No. 4, October 2011 342