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Article: Understanding online knowledge sharing: An interpersonal relationship perspective

TitleUnderstanding online knowledge sharing: An interpersonal relationship perspective
Authors
KeywordsComputer mediated communication
Learning communities
Media in education
Pedagogical issues
Issue Date2011
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu
Citation
Computers And Education, 2011, v. 56 n. 1, p. 210-219 How to Cite?
AbstractThe unique features and capabilities of online learning are built on the ability to connect to a wider range of learning resources and peer learners that benefit individual learners, such as through discussion forums, collaborative learning, and community building. The success of online learning thus depends on the participation, engagement, and social interaction of peer learners, which leads to knowledge sharing. Thus, without frequent and persistent interaction, it is doubtful whether knowledge sharing can take place in online learning. This study argues that theories about the development and maintenance of social relationships provide a theoretical foundation for understanding the motivation to engage in online knowledge sharing behavior. An Online Knowledge Sharing Model (OKSM) is proposed and empirically tested among undergraduate students using an online learning environment. The model introduces two new constructs - Perceived Online Attachment Motivation (POAM) and Perceived Online Relationship Commitment (PORC), which together explained 71 percent of the variance observed in self-reported online knowledge sharing behavior. The findings provide some explanations for the motivation to share knowledge, and have several implications for the design of the features and capabilities of online learning environments. © 2010 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/137586
ISSN
2015 Impact Factor: 2.881
2015 SCImago Journal Rankings: 3.143
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMa, WWKen_HK
dc.contributor.authorYuen, AHKen_HK
dc.date.accessioned2011-08-26T14:28:15Z-
dc.date.available2011-08-26T14:28:15Z-
dc.date.issued2011en_HK
dc.identifier.citationComputers And Education, 2011, v. 56 n. 1, p. 210-219en_HK
dc.identifier.issn0360-1315en_HK
dc.identifier.urihttp://hdl.handle.net/10722/137586-
dc.description.abstractThe unique features and capabilities of online learning are built on the ability to connect to a wider range of learning resources and peer learners that benefit individual learners, such as through discussion forums, collaborative learning, and community building. The success of online learning thus depends on the participation, engagement, and social interaction of peer learners, which leads to knowledge sharing. Thus, without frequent and persistent interaction, it is doubtful whether knowledge sharing can take place in online learning. This study argues that theories about the development and maintenance of social relationships provide a theoretical foundation for understanding the motivation to engage in online knowledge sharing behavior. An Online Knowledge Sharing Model (OKSM) is proposed and empirically tested among undergraduate students using an online learning environment. The model introduces two new constructs - Perceived Online Attachment Motivation (POAM) and Perceived Online Relationship Commitment (PORC), which together explained 71 percent of the variance observed in self-reported online knowledge sharing behavior. The findings provide some explanations for the motivation to share knowledge, and have several implications for the design of the features and capabilities of online learning environments. © 2010 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compeduen_HK
dc.relation.ispartofComputers and Educationen_HK
dc.subjectComputer mediated communicationen_HK
dc.subjectLearning communitiesen_HK
dc.subjectMedia in educationen_HK
dc.subjectPedagogical issuesen_HK
dc.titleUnderstanding online knowledge sharing: An interpersonal relationship perspectiveen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0360-1315&volume=56&issue=1&spage=210&epage=219&date=2011&atitle=Understanding+online+knowledge+sharing:+an+interpersonal+relationship+perspectiveen_US
dc.identifier.emailYuen, AHK: hkyuen@hku.hken_HK
dc.identifier.authorityYuen, AHK=rp00983en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.compedu.2010.08.004en_HK
dc.identifier.scopuseid_2-s2.0-77958008897en_HK
dc.identifier.hkuros189899en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77958008897&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume56en_HK
dc.identifier.issue1en_HK
dc.identifier.spage210en_HK
dc.identifier.epage219en_HK
dc.identifier.isiWOS:000283916000021-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridMa, WWK=24480160400en_HK
dc.identifier.scopusauthoridYuen, AHK=8983762600en_HK
dc.identifier.citeulike7833877-

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