Using Folksonomies to Improve Peer-to-Peer Knowledge Sharing

2008 ◽  
Author(s):  
Gaofeng Zhang ◽  
Zhiyi Qu ◽  
Adi Guo
Keyword(s):  
Knowledge Sharing ◽  
Peer To Peer

scholarly journals Going Behind the Scenes at Teacher Colleges: Online Student Knowledge Sharing through Social Network Technologies

10.28945/3863 ◽  
2017 ◽  
Vol 13 ◽  
pp. 167-184 ◽  
Author(s):  
Smadar Bar-Tal ◽  
Christa S. C. Asterhan
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Adult Students ◽  
Knowledge Sharing ◽  
Peer To Peer ◽  
Future Research ◽  
Teaching Staff ◽  
Central Feature ◽  
College Life ◽  
Teacher Colleges

Aim/Purpose: The present study aims to describe existing peer-to-peer, social network-based sharing practices among adult students in teacher colleges. Background: Ubiquitous social network sites open up a wide array of possibilities for peer-to-peer information and knowledge sharing. College instructors are often unaware of such practices that happen behind the scenes. Methodology: An interpretative, qualitative research methodology was used. Thirty-seven Israeli students at a teacher college in Israel participated in either focus group discussions of (N = 29) or in-depth interviews (N = 8). Contribution: Whereas knowledge sharing has been a main focus of research in organizational and information sciences, its relevance to educational settings has thus far been underscored. Recent research shows that peer–to-peer knowledge sharing is wide-spread among teenage students. The current study extends that work to an adult student population. Findings: The findings show that knowledge sharing of this type is a common and even central feature of students’ college life and study behavior. It takes place through a variety of small and larger social network-based peer groups of different formations, including mostly college students but at time also practicing, experienced teachers. Sharing groups are formed on the spot for short term purposes or are stable, continuous over longer time periods. The contents shared are predominantly lesson summaries, material for exams, reading summaries, and lesson plans. They are used immediately or stored for future use, as students have access to vast data bases of stored materials that have been compiled throughout the years by students of previous cohorts. Teacher students mentioned a range of reasons for sharing, and overall regard it very positive. However, some downsides were also acknowledged (i.e., superficial learning, exclusion, attentional overload, and interruptions). Recommendations for Practitioners: College faculty and teaching staff should be cognizant and informed about these widespread peer-based knowledge sharing practices and consider whether perhaps changes in teaching formats and task assignments are required as a result. Future Research: Future research should extend this work to other higher education settings, cultures and countries, and should map the perceptions of higher education teaching staff about peer-to-peer, online knowledge sharing.

Chain Reaction

2019 ◽  
pp. 144-156
Author(s):  
Anwar Batikhi ◽  
Zeid Al-Bashaireh ◽  
Oraib Nawash
Keyword(s):  
Science Education ◽  
Data Collection ◽  
Knowledge Sharing ◽  
Nature Of Science ◽  
Peer To Peer ◽  
Scientific Data ◽  
Science Attitudes ◽  
High Quality ◽  
Academic Leaders ◽  
Key Skills

Due to the huge development in the communication sector, science education has become very challenging. Inquiry-based science education (IBSE) has been proposed by academic leaders and policymakers as having the potential to increase student involvement and provide opportunities for the development of the key skills desired by employers in the future. Thirty teachers from 15 schools participated in the project and disseminated the knowledge obtained to their colleagues through peer-to-peer knowledge sharing. Most teachers expressed an increase in their understanding of IBSE, and 66% agreed that they received high-quality IBSE/EUPRB briefings. Students showed motivation to learn science and obtained scientific approaches and steps of answering their inquiries in order understand their surroundings, improve their achievement of scientific knowledge, build positive science attitudes, improve their understanding of the nature of science, and develop IBSE skills such as scientific data collection analyses, interpretation, and how to provide evidence to test ideas and develop theories.

Incentive for Peer-to-Peer Knowledge Sharing among Farmers in Developing Economies

2015 ◽  
pp. n/a-n/a ◽  
Author(s):  
Ying-Ju Chen ◽  
J. George Shanthikumar ◽  
Zuo-Jun Max Shen
Keyword(s):  
Knowledge Sharing ◽  
Developing Economies ◽  
Peer To Peer
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