Organizational Learning: Creating, Retaining, and Transferring Knowledge
Organizational Learning: Creating, Retaining, and Transferring Knowledge
The Gift of the Gab?: A Design OrientedSociology of Young People's Use of Mobiles
Computer Supported Cooperative Work
The Ubiquitous Camera: An In-Depth Study of Camera Phone Use
IEEE Pervasive Computing
The effect of knowledge sharing model
Expert Systems with Applications: An International Journal
Knowledge management in mobile environment
International Journal of Networking and Virtual Organisations
International Journal of Information Management: The Journal for Information Professionals
| Hi-index | 0.00 |
Group learning plays an essential role in enhancing student understanding, sharing of knowledge and critical thinking. As a result, many institutions are adopting group learning as an alternative to traditional methods. However, there are still many challenges facing students learning in groups. These include lack of leadership, time and scheduling of workload, free riding, individual and social barriers, lack of team development, lack of motivation and social loafing. The integration of the mobile context and technologies in group learning can assist in minimizing some of these barriers. Information Communication Technologies (ICTs) are believed to bring a transformation on teaching and learning processes through the facilitation of communication and interaction among teachers and learners. Researchers have also found that tacit knowledge has much greater importance to industry and academia. For instance, it allows individuals to achieve goals they personally value. It can be used to measure or predict job performance and those possessing it have been found to manage themselves and others better. This study investigates the extent to which students share tacit knowledge using the mobile phone in group projects and examines if they achieve better performance. One hundred and fifty (150) undergraduate students from different disciplines participated in the survey. The results show that not many students share tacit knowledge using mobile technology. Students in Information Systems (IS) shared relatively more tacit knowledge than those in the Computer Science (CS), Civil Engineering (CE) and Psychology (PSY) disciplines. They mainly shared practical experience on using presentation and project planning tools, web design applications or Microsoft Office. (CE) students shared the least of tacit knowledge using mobile technology. In addition, we discovered that students who share more tacit knowledge perform much better in group projects i.e., students in the IS discipline performed well. We also conducted tests to establish whether discipline has an effect on sharing of tacit knowledge. It was discovered that discipline may influence sharing of knowledge types e.g., TK1 (discuss project tasks and allocation of responsibilities) and TK2 (theoretical knowledge) and not TK3 (seeking clarification from Professors). Thus, the lack of tacit knowledge sharing observed in non-(IS) disciplines can be attributed to factors other than the nature of the discipline.