Organizational Learning: Creating, Retaining, and Transferring Knowledge
Organizational Learning: Creating, Retaining, and Transferring Knowledge
Understanding the Factors Influencing the Value of Person-to-Person Knowledge Sharing
HICSS '06 Proceedings of the 39th Annual Hawaii International Conference on System Sciences - Volume 07
When to jump in: The role of the instructor in online discussion forums
Computers & Education
A theory of online learning as online participation
Computers & Education
Gender differences of knowledge sharing in online learning environment
ICHL'11 Proceedings of the 4th international conference on Hybrid learning
Peer production & peer support at the Free Technology Academy
Computer Science Education Research Conference
The influence of attachment styles on knowledge sharing in social media environments
ICHL'12 Proceedings of the 5th international conference on Hybrid Learning
Beyond knowledge sharing: interactions in online discussion communities
International Journal of Web Based Communities
Virtual learning communities: success factors and challenges
International Journal of Technology Enhanced Learning
Are you ready for knowledge sharing? An empirical study of virtual communities
Computers & Education
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The unique features and capabilities of online learning are built on the ability to connect to a wider range of learning resources and peer learners that benefit individual learners, such as through discussion forums, collaborative learning, and community building. The success of online learning thus depends on the participation, engagement, and social interaction of peer learners, which leads to knowledge sharing. Thus, without frequent and persistent interaction, it is doubtful whether knowledge sharing can take place in online learning. This study argues that theories about the development and maintenance of social relationships provide a theoretical foundation for understanding the motivation to engage in online knowledge sharing behavior. An Online Knowledge Sharing Model (OKSM) is proposed and empirically tested among undergraduate students using an online learning environment. The model introduces two new constructs - Perceived Online Attachment Motivation (POAM) and Perceived Online Relationship Commitment (PORC), which together explained 71 percent of the variance observed in self-reported online knowledge sharing behavior. The findings provide some explanations for the motivation to share knowledge, and have several implications for the design of the features and capabilities of online learning environments.