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Conference Paper: Gender differences of knowledge sharing in online learning environment

TitleGender differences of knowledge sharing in online learning environment
Authors
KeywordsGender Differences
Online Knowledge Sharing
Perceived Online Attachment Motivation
Perceived Online Relationship Commitment
Issue Date2011
PublisherSpringer Verlag. The Journal's web site is located at http://springerlink.com/content/105633/
Citation
The 4th International Conference on Hybrid Learning (ICHL 2011), Hong Kong, China, 10-12 August 2011. In Lecture Notes In Computer Science, 2011, v. 6837, p. 116-128 How to Cite?
AbstractAlthough online learning environments are perceived to facilitate knowledge sharing among individuals, various empirical studies find that participants do not log on frequently or are reluctant to share ideas with others. It is thus crucial for educators to understand when and how online knowledge sharing occurs. Prior model framework has been adapted to explore the motivational factors that drive knowledge sharing among individuals in online learning environments, esp. if there are any gender differences of online knowledge sharing. The hypothesized relationships between the identified motivational factors and online knowledge sharing behavior are then tested using a survey questionnaire administered to a sample of 333 undergraduate students. The results indicate that perceived attachment motivation (the need to form) and perceived relationship commitment (the need to main a relationship) are important determinants of online knowledge sharing. Further analysis on gender differences reveals that male participants rated the need to form relationships more highly than their female counterparts. Implications to ensure online learning environments to encourage knowledge sharing behavior are discussed. © 2011 Springer-Verlag.
Persistent Identifierhttp://hdl.handle.net/10722/176113
ISBN
ISSN
2005 Impact Factor: 0.402
2015 SCImago Journal Rankings: 0.252
References

 

DC FieldValueLanguage
dc.contributor.authorMa, WWKen_US
dc.contributor.authorYuen, AHKen_US
dc.date.accessioned2012-11-26T09:06:02Z-
dc.date.available2012-11-26T09:06:02Z-
dc.date.issued2011en_US
dc.identifier.citationThe 4th International Conference on Hybrid Learning (ICHL 2011), Hong Kong, China, 10-12 August 2011. In Lecture Notes In Computer Science, 2011, v. 6837, p. 116-128en_US
dc.identifier.isbn978-364222762-2-
dc.identifier.issn0302-9743en_US
dc.identifier.urihttp://hdl.handle.net/10722/176113-
dc.description.abstractAlthough online learning environments are perceived to facilitate knowledge sharing among individuals, various empirical studies find that participants do not log on frequently or are reluctant to share ideas with others. It is thus crucial for educators to understand when and how online knowledge sharing occurs. Prior model framework has been adapted to explore the motivational factors that drive knowledge sharing among individuals in online learning environments, esp. if there are any gender differences of online knowledge sharing. The hypothesized relationships between the identified motivational factors and online knowledge sharing behavior are then tested using a survey questionnaire administered to a sample of 333 undergraduate students. The results indicate that perceived attachment motivation (the need to form) and perceived relationship commitment (the need to main a relationship) are important determinants of online knowledge sharing. Further analysis on gender differences reveals that male participants rated the need to form relationships more highly than their female counterparts. Implications to ensure online learning environments to encourage knowledge sharing behavior are discussed. © 2011 Springer-Verlag.en_US
dc.languageengen_US
dc.publisherSpringer Verlag. The Journal's web site is located at http://springerlink.com/content/105633/en_US
dc.relation.ispartofLecture Notes in Computer Scienceen_US
dc.subjectGender Differencesen_US
dc.subjectOnline Knowledge Sharingen_US
dc.subjectPerceived Online Attachment Motivationen_US
dc.subjectPerceived Online Relationship Commitmenten_US
dc.titleGender differences of knowledge sharing in online learning environmenten_US
dc.typeConference_Paperen_US
dc.identifier.emailYuen, AHK: hkyuen@hku.hken_US
dc.identifier.authorityYuen, AHK=rp00983en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1007/978-3-642-22763-9_11en_US
dc.identifier.scopuseid_2-s2.0-80051559433en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-80051559433&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume6837en_US
dc.identifier.spage116en_US
dc.identifier.epage128en_US
dc.publisher.placeGermanyen_US
dc.identifier.scopusauthoridMa, WWK=24480160400en_US
dc.identifier.scopusauthoridYuen, AHK=8983762600en_US
dc.customcontrol.immutablesml 160205 - amend-

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