Testing the technology acceptance model across cultures: a three country study
Information and Management
If managing knowledge is the solution, then what's the problem?
Knowledge management and business model innovation
Information Systems Research
Research Commentary: Technology-Mediated Learning--A Call for Greater Depth and Breadth of Research
Information Systems Research
International Journal of Human-Computer Studies - Special issue on HCI and MIS
Information Systems Research
A Multidimensional Commitment Model of Volitional Systems Adoption and Usage Behavior
Journal of Management Information Systems
Journal of Management Information Systems
The DeLone and McLean Model of Information Systems Success: A Ten-Year Update
Journal of Management Information Systems
Information technology and culture: Identifying fragmentary and holistic perspectives of culture
Information and Organization
What makes consumers buy from Internet? A longitudinal study of online shopping
IEEE Transactions on Systems, Man, and Cybernetics, Part A: Systems and Humans
Advice sharing between paired users in online travel planning
Journal of Theoretical and Applied Electronic Commerce Research
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This paper investigates the moderating effects of collectivist cultural orientation introduced in the information systems and knowledge management (KM) literature to fully understand the important factors and relationships in knowledge sharing in the online learning environment. Social norms and collectivist cultural orientation are hypothesized as direct and moderating factors to the system users' (or learners') attitude toward sharing knowledge by email. An empirical test of large student samples (n=566) with multiple cultural backgrounds in the most diverse university was implemented by PLS. The test confirmed that collectivist cultural orientation moderates the effects of social norms on the attitude toward sharing knowledge by email. Furthermore, the test results show that group norms are stronger than the instructor or classmate norms. Theoretical and practical implications of these findings for online learning and KM are discussed in the paper.