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Conference Paper: Understanding online knowledge sharing: An exploratory theoretical framework

TitleUnderstanding online knowledge sharing: An exploratory theoretical framework
Authors
KeywordsMotivation
Online Knowledge Sharing
Perceived Online Attachment Motivation
Perceived Online Relationship Commitment
Issue Date2010
PublisherSpringer Verlag. The Journal's web site is located at http://springerlink.com/content/105633/
Citation
The 3rd International Conference on Hybrid Learning (ICHL 2010), Beijing, China, 16-18 August 2010. In Lecture Notes In Computer Science, 2010, v. 6248, p. 239-248 How to Cite?
AbstractOnline learning has been getting popular in higher education. Key functionalities of online learning environment include the access to a wider perspective of learning resources and the provision of social interactions between instructor-learners and among learners-learners. Recent empirical findings in online learning have acknowledged the importance of online knowledge sharing as an integral part of online learning, through the various forms of learner interactions within online learning environment, such as discussion forums, collaborative learning and communities building. However, recent studies still find mixed results that instructors and students are not always fully engaged in online learning activities. Without frequent and persistent interactions, it is doubtful whether online knowledge sharing could really take place in online learning environment. Thus, the present study examines prior literature to explore the motivational factors to online knowledge sharing. It is found that perceived online attachment motivation and perceived online relationship commitment are two determinants to online knowledge sharing. As a result of the literature review, theoretical propositions are developed to explain online knowledge sharing. Discussion section explains the theoretical and practical implications. © Springer-Verlag 2010.
Persistent Identifierhttp://hdl.handle.net/10722/176114
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.issued2010en_US
dc.identifier.citationThe 3rd International Conference on Hybrid Learning (ICHL 2010), Beijing, China, 16-18 August 2010. In Lecture Notes In Computer Science, 2010, v. 6248, p. 239-248en_US
dc.identifier.isbn978-364214656-5-
dc.identifier.issn0302-9743en_US
dc.identifier.urihttp://hdl.handle.net/10722/176114-
dc.description.abstractOnline learning has been getting popular in higher education. Key functionalities of online learning environment include the access to a wider perspective of learning resources and the provision of social interactions between instructor-learners and among learners-learners. Recent empirical findings in online learning have acknowledged the importance of online knowledge sharing as an integral part of online learning, through the various forms of learner interactions within online learning environment, such as discussion forums, collaborative learning and communities building. However, recent studies still find mixed results that instructors and students are not always fully engaged in online learning activities. Without frequent and persistent interactions, it is doubtful whether online knowledge sharing could really take place in online learning environment. Thus, the present study examines prior literature to explore the motivational factors to online knowledge sharing. It is found that perceived online attachment motivation and perceived online relationship commitment are two determinants to online knowledge sharing. As a result of the literature review, theoretical propositions are developed to explain online knowledge sharing. Discussion section explains the theoretical and practical implications. © Springer-Verlag 2010.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.subjectMotivationen_US
dc.subjectOnline Knowledge Sharingen_US
dc.subjectPerceived Online Attachment Motivationen_US
dc.subjectPerceived Online Relationship Commitmenten_US
dc.titleUnderstanding online knowledge sharing: An exploratory theoretical frameworken_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.doi10.1007/978-3-642-14657-2_22en_US
dc.identifier.scopuseid_2-s2.0-80051570530en_US
dc.identifier.hkuros179443-
dc.identifier.hkuros179450-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-80051570530&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume6248en_US
dc.identifier.spage239en_US
dc.identifier.epage248en_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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