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Article: Empirical study of motivators and barriers of teacher online knowledge sharing

TitleEmpirical study of motivators and barriers of teacher online knowledge sharing
Authors
Issue Date2007
Citation
Educational Technology Research and Development, 2007, v. 55 n. 6, p. 573-595 How to Cite?
AbstractThe focus of this study was to understand knowledge flows among teachers by examining what types of knowledge was shared by teachers, as well as what motivates or hinders teachers to share knowledge online. We examined an electronic mailing list (listserv) supporting a community of practice of literacy teachers. Data were gathered on the teachers in the listserv through online observations. Additional data were collected through semi-structured telephone interviews with 20 teachers. Findings suggest that two motives of community involvement - collectivism, and principlism appear to be the main motivators for knowledge sharers to share knowledge, while lack of knowledge and competing priority appear to be the main barriers. Practical implications for knowledge sharing and suggestions for future research are discussed. The findings of this study inform teachers, listserv moderators, teacher associations, as well as researchers of educational technology who are interested in knowledge sharing among teachers within communities of practice mediated by computer networks. © 2007 Association for Educational Communications and Technology.
Persistent Identifierhttp://hdl.handle.net/10722/194199
ISSN
2015 Impact Factor: 1.171
2015 SCImago Journal Rankings: 1.817
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHew, KF-
dc.contributor.authorHara, N-
dc.date.accessioned2014-01-30T03:32:17Z-
dc.date.available2014-01-30T03:32:17Z-
dc.date.issued2007-
dc.identifier.citationEducational Technology Research and Development, 2007, v. 55 n. 6, p. 573-595-
dc.identifier.issn1042-1629-
dc.identifier.urihttp://hdl.handle.net/10722/194199-
dc.description.abstractThe focus of this study was to understand knowledge flows among teachers by examining what types of knowledge was shared by teachers, as well as what motivates or hinders teachers to share knowledge online. We examined an electronic mailing list (listserv) supporting a community of practice of literacy teachers. Data were gathered on the teachers in the listserv through online observations. Additional data were collected through semi-structured telephone interviews with 20 teachers. Findings suggest that two motives of community involvement - collectivism, and principlism appear to be the main motivators for knowledge sharers to share knowledge, while lack of knowledge and competing priority appear to be the main barriers. Practical implications for knowledge sharing and suggestions for future research are discussed. The findings of this study inform teachers, listserv moderators, teacher associations, as well as researchers of educational technology who are interested in knowledge sharing among teachers within communities of practice mediated by computer networks. © 2007 Association for Educational Communications and Technology.-
dc.languageeng-
dc.relation.ispartofEducational Technology Research and Development-
dc.titleEmpirical study of motivators and barriers of teacher online knowledge sharing-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11423-007-9049-2-
dc.identifier.scopuseid_2-s2.0-35348838432-
dc.identifier.hkuros244788-
dc.identifier.volume55-
dc.identifier.issue6-
dc.identifier.spage573-
dc.identifier.epage595-
dc.identifier.isiWOS:000250132800002-

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