Constructing an authentic learning community through Wiki for advanced group collaboration and knowledge sharing

2007 ◽  
Author(s):  
Chien-Hui Lin ◽  
Liang-Yi Li ◽  
Wen-Chu Hu ◽  
Gwo-Dong Chen ◽  
Baw-Jhiune Liu
Keyword(s):  
Knowledge Sharing ◽  
Learning Community ◽  
Authentic Learning ◽  
Group Collaboration

The study of the antecedents of knowledge sharing behavior

2016 ◽  
Vol 26 (4) ◽  
pp. 845-868 ◽  
Author(s):  
Dah-Kwei Liou ◽  
Wen-Hai Chih ◽  
Chien-Yun Yuan ◽  
Chien-Yao Lin
Keyword(s):  
Knowledge Sharing ◽  
Learning Community ◽  
Community Participation ◽  
Reciprocal Relationship ◽  
Online Learning Community ◽  
Content Type ◽  
Online Test ◽  
Knowledge Sharing Behavior ◽  
Sharing Behavior ◽  
Norm Of Reciprocity

Purpose – The purpose of this paper is to investigate how the factors from environmental level and personal level influence the knowledge sharing behavior and community participation. Design/methodology/approach – This research study, which consisted of 394 valid respondents who were members of the Yambol online test community, used online survey to collect data. This research used the structural equation modeling to analyze the data with good model fit. Findings – The results of this research showed the following: the anticipated reciprocal relationship, norm of reciprocity, and anticipated extrinsic rewards had a significant and positive effect on knowledge sharing behavior, respectively; knowledge sharing behavior had a significant and positive effect on community participation; knowledge sharing self-efficacy was the mediator between anticipated extrinsic rewards and knowledge sharing behavior; and community identification moderated the relationship between knowledge sharing behavior and community participation. Research limitations/implications – This study was a cross-sectional study. Future research can employ a longitudinal study to conduct long-term observations of knowledge sharing behavioral changes among members of the Yambol online test community. Moreover, this study applied social cognitive theory as the basis to explore the antecedents of knowledge sharing behavior of members of the Yambol online test community. Future research can apply a broad range of behavioral theory or combinations of research variables to explore comprehensive factors of knowledge sharing behavior. Practical implications – From a managerial standpoint, this study can assist professional online learning community in understanding the antecedents of knowledge sharing behavior and community participation from personal and environmental level. Social implications – Yambol online test community managers can enhance reciprocity relationship between members in the emotional level. In addition, Yambol online test community managers can use the appropriate norm of reciprocity to strengthen the trust of community members and enhance the knowledge sharing behavior of community members in the rational level. Originality/value – First, most scholars viewed knowledge sharing from perspectives of corporate, organizational, or a typical internet community, but rarely applied a perspective from a professional online learning community to conduct research. Therefore, this research focussed on professional online learning community as the research subject. Second, the literature review revealed that reciprocity divided into anticipated reciprocal relationship and norm of reciprocity. Previous studies have used anticipated reciprocal relationship or norm of reciprocity as research aspects for examining reciprocity; however, no other study has evaluated both concurrently. Third, studies on the behavioral dimension have included knowledge sharing behavior and community participation. This study examined the influence of knowledge sharing behavior on community participation. Additionally, community identification was the moderator of the effect of knowledge sharing behavior on community participation.

scholarly journals Lessons From the Assessment for Learning Project: Strategies for Building an Authentic Learning Community

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Heather Lewis-Charp ◽  
Daniela Berman ◽  
Sarah Lench ◽  
Tony Siddall
Keyword(s):  
Learning Community ◽  
Authentic Learning ◽  
Assessment For Learning

Trust evaluation for inter-organization knowledge sharing via the e-learning community

2015 ◽  
Vol 33 (3) ◽  
pp. 400-416 ◽  
Author(s):  
Bing Wu ◽  
Chenyan Zhang
Keyword(s):  
Knowledge Sharing ◽  
Learning Community ◽  
Design Methodology ◽  
Evaluation Method ◽  
Interaction Network ◽  
Trust Evaluation ◽  
Content Type ◽  
Trust Level ◽  
E Learning

Purpose – The purpose of this study is to design a trust-based knowledge-sharing framework based on the characteristics of the e-learning community. Design/methodology/approach – The interaction network is constructed to illustrate the relationships between knowledge-sharing agents and objects. Then, a trust evaluation method for knowledge sharing is proposed based on identified agent types and object types. Three sub-methods are included in the model to provide the trust-level references between agents. Findings – This study develops strategies based on proposed diagnosis framework to improve the willingness of knowledge sharing in the e-learning community. Finally, the authors apply the proposed diagnosis framework to a case study in China to propose strategies for the development of inter-organization knowledge sharing via e-learning community. Originality/value – Previous research on e-learning community strategies has generally suggested broad guidelines without diagnosing the current trust status. The purpose of this study is to design a trust-based knowledge-sharing framework based on the characteristics of the e-learning community.

scholarly journals Socio-Culturalism and Knowledge Sharing in Multicultural Virtual Learning Communities: Mapping a Conceptual Framework using a Case-based ‘Quanto-Phenomenography’ Approach

2011 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Farooq Mughal ◽  
Aneesa Zafar
Keyword(s):  
Learning Environment ◽  
Knowledge Sharing ◽  
Learning Community ◽  
Cultural Values ◽  
Virtual Communities ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Integrative Model ◽  
Internet Mediation ◽  
The Impact

Abstract The aim of this paper is to investigate the impact of socio-cultural values on the process of knowledge sharing in a multicultural virtual (online) learning community. The study was conducted on a community of place consisting of a mix of students (n = 50) from different parts of the world using a virtual learning environment designed to support learning within and outside the classroom. Pertinent to this, the paper explores three significant areas: a). what societal and cultural values influence the process of knowledge sharing; b) which values are considered important by the community members; and c). do these socio-cultural values limit the utility of a virtual learning environment. The theoretical basis of this study is strongly related to Vygotsky’s (1983) theory of ‘mediated mind’ and Thorne’s (1999) theory on ‘internet-mediation’. The authors conduct a theoretical discourse of the literature to develop a framework consistent upon the VLC model proposed by Schwier (2007) and the three-phased integrative model of virtual communities as societies developed by Romm et al. (1997). The authors use an integrative ‘quanto-phenomenographic’ approach by employing a mix of descriptive and phenomenographic research. The analysis revealed that the socio-cultural values influenced the knowledge sharing process at two-levels i.e. the user level and the environment level yielding altogether 12 socio-cultural values which including nationality, integrity, trust, gender etc. which might inhibit the utility of a virtual learning environment. Keywords: knowledge sharing, virtual learning community, socio-culturalism, culture, multiculturalism, virtual learning environment, phenomenography

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