Knowledge Sharing Behaviour among Students in Learning Environments: A Review of Literature
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paper_title: Social capital and individual motivations on knowledge sharing: Participant involvement as a moderator

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The Internet is a communication channel that allows individuals to share information and knowledge. However, it is not obvious why individuals share knowledge with strangers for no apparent benefit. What are the critical factors influencing such behavior? To attempt to understand this paradox, we combined the theories of social capital and individual motivation to investigate the factors influencing knowledge sharing behavior in a virtual community, applying a participant involvement concept to analyze the moderating effects of individual motivation on knowledge sharing behavior. By analyzing the results of a survey using a questionnaire, we found that altruism, identification, reciprocity, and shared language had a significant and positive effect on knowledge sharing. Reputation, social interaction, and trust had positive effects on the quality, but not the quantity, of shared knowledge. Participant involvement had a moderating effect on the relationship of altruism and the quantity of shared knowledge. Theoretical and managerial implications are discussed.
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paper_title: The effects of individual motivations and social capital on employees' tacit and explicit knowledge sharing intentions

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a b s t r a c t Due to the importance of knowledge in today's competitive world, an understanding of how to enhance employee knowledge sharing has become critical. This study develops an integrated model to understand key factors of employee knowledge sharing intentions through constructs prescribed by two estab- lished knowledge management research streams, namely, those concerning individual motivations and social capital. This study classifies employee knowledge sharing intentions as either tacit or explicit and investigates whether the level of the determinants and their influences differ between the two. The research model is tested with survey data collected from 2010 employees in multiple industries. Analysis results show that the proposed model significantly explains the variance of employees' tacit and explicit knowledge sharing intentions. This finding indicates that the model's unified perspective enhances our knowledge of how to improve employee knowledge sharing. The new findings reveal that organizational rewards have a negative effect on employees' tacit knowledge sharing intentions but a positive influence on their explicit knowledge sharing intentions. The analysis results confirm that reciprocity, enjoyment, and social capital contribute significantly to enhancing employees' tacit and explicit knowledge sharing intentions. Additionally, these factors have more positive effects on tacit than on explicit knowledge intentions. The implications of the new findings are discussed. © 2012 Elsevier Ltd. All rights reserved.
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paper_title: Affiliation, Reciprocal Relationships and Peer Pressure in Knowledge Sharing in Public Universities in Malaysia

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The aim of this study was to examine the influence of some dimensions of social capital toward knowledge sharing intention. The theoretical framework and measurement tool was derived based on the three factors of social capital dimension (sense of affiliation, reciprocal relationships and peer influence) and knowledge sharing intention. A survey was conducted and obtained a total of 235 valid respondents. The theoretical model was examined using structural equation modeling. The findings confirm that employees with high sense of affiliation and reciprocal relationships are more willing to conform to social pressure in sharing their knowledge. The results also confirm that peer pressure in the public institution will result to higher propensity in knowledge sharing among colleagues and peers.
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paper_title: Knowledge construction and knowledge sharing: a Wiki-based approach

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Abstract The present research, based on constructivist learning paradigms, describes the outcomes of a project which complies with real life projection into the professional world: a Wiki-based approach is devised to construct knowledge, manage own learning and develop communication and linguistic skills in English. The paper aims to analyze the process and product of students’ contribution to group work. A qualitative analysis reveals the students’ positive and negative feedback. The study complies with the shift of current learning paradigms in the focus of learning: from gaining knowledge to producing knowledge
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paper_title: Exploring the effects of trust, task interdependence and virtualness on knowledge sharing in teams

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The sharing of knowledge within teams is critical to team functioning. However, working with team members who are in different locations (i.e. in virtual teams) may introduce communication challenges and reduce opportunities for rich interactions, potentially affecting knowledge sharing and its outcomes. Therefore, using questionnaire-based data, this study examined the potential effects of dif- ferent aspects of virtuality on a knowledge-sharing model. Social exchange theory was used to develop a model relating trust to knowledge sharing and knowledge sharing to team effectiveness. The moderating effects of virtuality and task inter- dependence on these relationships were examined. A strong positive relationship was found between trust and knowledge sharing for all types of teams (local, hybrid and distributed), but the relationship was stronger when task interdepen- dence was low, supporting the position that trust is more critical in weak structural situations. Knowledge sharing was positively associated with team effectiveness outcomes; however, this relationship was moderated by team imbalance and hybrid structures, such that the relationship between sharing and effectiveness was weaker. Organizations should therefore avoid creating unbalanced or hybrid virtual teams.
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paper_title: Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness

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Learning teams in higher education executing a collaborative assignment are not always effective. To remedy this, there is a need to determine and understand the variables that influence team effectiveness. This study aimed at developing a conceptual framework, based on research in various contexts on team effectiveness and specifically team and task awareness. Core aspects of the framework were tested to establish its value for future experiments on influencing team effectiveness. Results confirmed the importance of shared mental models, and to some extent mutual performance monitoring for learning teams to become effective, but also of interpersonal trust as being conditional for building adequate shared mental models. Apart from the importance of team and task awareness for team effectiveness it showed that learning teams in higher education tend to be pragmatic by focusing primarily on task aspects of performance and not team aspects. Further steps have to be taken to validate this conceptual framework on team effectiveness.
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paper_title: Understanding teachers’ careers: Linking professional life to professional path

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Abstract This research synthesis aims to more fully understand the current teacher retention crisis in the United States through a re-conceptualization of what is meant by a teaching career. Currently, research is divided into two broad categories: traditional research on teacher retention and traditional research on teachers’ professional lives. This synthesis identifies key studies in both fields and argues for greater coordination between the two in an effort to conceive of teachers’ careers along a continuum and utilize a range of methodologies for understanding those careers. The author points to select studies which begin to bring these two fields together and suggests potential future research directions.
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paper_title: Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

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Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.
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paper_title: Hospitality employee knowledge-sharing behaviors in the relationship between goal orientations and service innovative behavior

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Abstract Goals are central to understanding motivated behavior, with each discipline emphasizing its consequences, levels, and types of goals. Because knowledge sharing is not mandatory in all organizations, individual personal motivation is critical for voluntary and active engagement in knowledge sharing. This study investigates the structural relationships among two distinctive forms of goal orientations as personal intrinsic motivators (learning goal orientation and performance goal orientation), two distinctive types of knowledge-sharing behaviors (knowledge collecting and knowledge donating), and employee service innovative behavior. The data were derived from 418 respondents working in five-star hotels in Busan, Korea. The positive relationship between learning goal orientation and knowledge collecting was stronger than that of the relationship between learning goal orientation and knowledge donating. The negative relationship between performance goal orientation and knowledge donating was stronger than the relationship between performance goal orientation and knowledge collecting. In addition, the positive relationship between knowledge collecting and employee service innovative behavior was stronger than the positive relationship between knowledge donating and employee service innovative behavior. The study concludes with discussions of the empirical findings, managerial implications, and strengths and limitations. Future research avenues are also offered.
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paper_title: The way we share and learn: An exploratory study of the self-regulatory mechanisms in the professional online learning community

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Self-regulation involves a triadic interplay among personal beliefs, individual behavior, and environment that both proactively and reactively influences one's adjustment of efforts, courses of action, and attainment of goals to reach the anticipated outcomes. In this study, we propose and validate a self-regulation model that explores the effects of social capital and social cognitive factors on knowledge-sharing behavior. The results demonstrate that members of an online knowledge communities regulate his or her internal motivation, external demands, interpersonal relationships, help-seeking strategies, as well as confidence of capability in utilizing social resources and performing knowledge sharing task. Through a stronger sense of community, emotional attachment and empathic concern about others' needs, members develop a high level of professional competence to collaborate with others and adequate efficacious beliefs to emotionally and instrumentally help others. The implications to both research and practice are discussed to enhance the understanding and effectiveness of self-regulation in the realm of knowledge management.
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paper_title: Three-Dozen Knowledge-Sharing Barriers Managers Must Consider

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Purpose – Knowledge sharing is the corner-stone of many organisations’ knowledge-management (KM) strategy. Despite the growing significance of knowledge sharing’s practices for organisations’ competitiveness and market performance, several barriers make it difficult for KM to achieve the goals and deliver a positive return on investment. This paper provides a detailed review of current KM and related literatures on a large number of possible knowledge-sharing barriers with the purpose of offering a more comprehensive and structured starting-point for senior managers when auditing their organisation’s current knowledge base and knowledge-sharing requirements. Design/methodology/approach – This article reviews and discusses over three dozen potential knowledge-sharing barriers, categorising them into three main domains of recently published works: individual/personal, organisational, and technological barriers. Findings – The extensive list of knowledge sharing barriers provides a helpful starting point and guideline for senior managers auditing their existing practices with a view to identifying any bottle-necks and improving on the overall effectiveness of knowledge-sharing activities. Practical implications – Managers need to realise, however, that a particular knowledge sharing strategy or specific managerial actions will not suit all companies and that there are differences to be expected between MNCs and SMEs, private, public sector, and not-for-profit organisations. As such, the implementation of knowledge-sharing goals and strategies into an organisation’s strategic planning and thinking will vary greatly. Originality/value – The main discussion of this paper brings together a large range of knowledgesharing barriers in an attempt to indicate the complexity of knowledge sharing as a value-creating organisational activity.
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paper_title: The need to belong: Desire for interpersonal attachments as a fundamental human motivation.

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A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature. The need is for frequent, nonaversive interactions within an ongoing relational bond. Consistent with the belongingness hypothesis, people form social attachments readily under most conditions and resist the dissolution of existing bonds. Belongingness appears to have multiple and strong effects on emotional patterns and on cognitive processes. Lack of attachments is linked to a variety of ill effects on health, adjustment, and well-being. Other evidence, such as that concerning satiation, substitution, and behavioral consequences, is likewise consistent with the hypothesized motivation. Several seeming counterexamples turned out not to disconfirm the hypothesis. Existing evidence supports the hypothesis that the need to belong is a powerful, fundamental, and extremely pervasive motivation.
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paper_title: Antecedents of knowledge transfer from consultants to clients in enterprise system implementations

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Enterprise resource planning (ERP) systems and other complex information systems represent critical organizational resources. For such systems, firms typically use consultants to aid in the implementation process. Client firms expect consultants to transfer their implementation knowledge to their employees so that they can contribute to successful implementations and learn to maintain the systems independent of the consultants. This study examines the antecedents of knowledge transfer in the context of such an interfirm complex information systems implementation environment. Drawing from the knowledge transfer, information systems, and communication literatures, an integrated theoretical model is developed that posits that knowledge transfer is influenced by knowledge-related, motivational, and communication-related factors. Data were collected from consultant-and-client matched-pair samples from 96 ERP implementation projects. Unlike most prior studies, a behavioral measure of knowledge transfer that incorporates the application of knowledge was used. The analysis suggests that all three groups of factors influence knowledge transfer, and provides support for 9 of the 13 hypotheses. The analysis also confirms two mediating relationships. These results (1) adapt prior research, primarily done in non-IS contexts, to the ERP implementation context, (2) enhance prior findings by confirming the significance of an antecedent that has previously shown mixed results, and (3) incorporate new IS-related constructs and measures in developing an integrated model that should be broadly applicable to the interfirm IS implementation context and other IS situations. Managerial and research implications are discussed.
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paper_title: The bases of social power.

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The ends of large aluminum conductors are confined in juxtaposition in a preheated mold. in an inert atmosphere molten aluminum is first caused to flow across the exposed ends of the conductors, remove impurities, and is thereafter confined to surround and join the end portions of the conductors at which time it is solidified.
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paper_title: The way we share and learn: An exploratory study of the self-regulatory mechanisms in the professional online learning community

paper_content:

Self-regulation involves a triadic interplay among personal beliefs, individual behavior, and environment that both proactively and reactively influences one's adjustment of efforts, courses of action, and attainment of goals to reach the anticipated outcomes. In this study, we propose and validate a self-regulation model that explores the effects of social capital and social cognitive factors on knowledge-sharing behavior. The results demonstrate that members of an online knowledge communities regulate his or her internal motivation, external demands, interpersonal relationships, help-seeking strategies, as well as confidence of capability in utilizing social resources and performing knowledge sharing task. Through a stronger sense of community, emotional attachment and empathic concern about others' needs, members develop a high level of professional competence to collaborate with others and adequate efficacious beliefs to emotionally and instrumentally help others. The implications to both research and practice are discussed to enhance the understanding and effectiveness of self-regulation in the realm of knowledge management.
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paper_title: When to jump in: The role of the instructor in online discussion forums

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As asynchronous discussion forums become more prevalent in online and flexible-delivery modes of teaching, understanding the role that instructors play in student learning in these forums becomes an important issue. Whether the instructor chooses to lead discussions or to keep a low profile can affect student participation in surprising ways. In this study, we investigate how instructor participation rates, the timing of instructor postings (during or at the end of a forum) and nature of their postings (questions, answers or a mix of the two) relate to student participation and perception. Using archives containing over 40,000 postings to nearly 400 discussion forums, together with over 500 university evaluation survey responses collected over six consecutive semesters, we analysed student and instructor postings to discussion forums, student responses to university evaluation surveys, and instructor and student responses to surveys carried out as part of this project. We collected both quantitative and qualitative responses on how instructors believe they behave in discussion forums and compared these with statistical analysis of the forums, and then looked at how the instructors' behaviour correlated with students' participation and perceptions. We found that the way that instructors post to forums may influence students' forum discussions and participation in unexpected ways. We show that instructors' perceptions of how they teach online do not necessarily agree with our observations, and that intuitive measures such as the rate of student participation and the length of discussion threads are not necessarily good ways to judge the 'health' of discussion forums or the quality of learning taking place.
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paper_title: Information sharing and team performance: a meta-analysis

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Information sharing is a central process through which team members collectively utilize their available informational resources. The authors used meta-analysis to synthesize extant research on team information sharing. Meta-analytic results from 72 independent studies (total groups = 4,795; total N = 17,279) demonstrate the importance of information sharing to team performance, cohesion, decision satisfaction, and knowledge integration. Although moderators were identified, information sharing positively predicted team performance across all levels of moderators. The information sharing-team performance relationship was moderated by the representation of information sharing (as uniqueness or openness), performance criteria, task type, and discussion structure by uniqueness (a 3-way interaction). Three factors affecting team information processing were found to enhance team information sharing: task demonstrability, discussion structure, and cooperation. Three factors representing decreasing degrees of member redundancy were found to detract from team information sharing: information distribution, informational interdependence, and member heterogeneity.
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paper_title: Fostering knowledge sharing through people management practices

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This paper focuses on the issue of knowledge sharing, one of the key mechanisms by which knowledge transfer can take place within organizations. The aim of the paper is to identify the people management practices that will be most effective in fostering knowledge sharing. We begin with a theoretical analysis of the socio-psychological aspects of knowledge-sharing behaviour in order to identify the variables that facilitate and encourage sharing. We also include a thorough review of the research to date on knowledge sharing and related behaviours. After identifying the factors expected to influence knowledge-sharing behaviour, we then proceed to detail the key people management practices that, according to theory and research, should be most effective in fostering knowledge sharing in organizations.
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paper_title: Examining knowledge contribution from the perspective of an online identity in blogging communities

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Knowledge contribution is one of the essential factors behind the success of blogging communities (BCs). This research studies knowledge contribution behavior in a BC from the perspective of knowledge contributors and their characteristics using the lens of social identity theory. Social identity theory asserts that individuals are fundamentally motivated to present or communicate their identities in everyday social life through behavior. A similar line of reasoning can be used to argue that members of a BC would also be motivated to communicate their online identities through their behavior, that is, through knowledge contribution in the BC. Specifically, this study conceptualized the online identity and examined the effects of its personal (online kindness, online social skills, and online creativity) and social aspects (BC involvement) on knowledge contribution. The data was collected using an online survey from the members of Cyworld, a popular BC in South Korea and a few other countries (members from South Korea were included in this study). The results indicate that both the personal and social aspects of online identity and their interactions significantly influenced knowledge contribution. Based on the findings, this study offers suggestions to organizers of BCs to enhance the knowledge contribution from their members.
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paper_title: An integrative model for knowledge sharing in communities‐of‐practice

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Purpose – This study attempts to identify the factors and relationships that influence community of practice (CoP) members' knowledge‐sharing attitudes, intentions, and behaviors.Design/methodology/approach – The Theory of Planned Behavior model, Motivation Theory, and the Triandis model were employed here. For the empirical validation, 282 responses from four Korean companies were collected.Findings – Whereas both extrinsic motivational and intrinsic motivational factors positively influenced attitude toward knowledge‐sharing behaviors, intrinsic motivational factors were more influential in this regard. Additionally, some differences in knowledge‐sharing mechanisms were noted between formally managed CoPs and informally nurtured CoPs.Research limitations/implications – Since the survey samples used herein were limited to Korean companies, the results of this study may prove ungeneralizable.Practical implications – For managers who intend to introduce CoPs to their firm, a CoP supportive environment must...
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paper_title: Cultivating the sense of belonging and motivating user participation in virtual communities: A social capital perspective

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Abstract Virtual communities (VCs) are attracting more attention as they provide a platform for people to share experiences and knowledge, which may further impact their purchase decisions. From a social capital perspective, this study investigated factors that cultivate a VC member's sense of belonging and their effects on facilitating his participation in the VC in terms of the intentions to get and share experiences and knowledge. The results indicated that three factors that relate to three dimensions of social capital in the VC – familiarity with members in the VC from the structural dimension, perceived similarity with other members from the cognitive dimension, and trust in other members from the relational dimension – are all positively related to the sense of belonging, which affects intentions to get and share knowledge and mediates the relationships between social capital factors and a VC member's intentions to participate.
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paper_title: Antecedents of an experienced sense of virtual community

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Sense of virtual community (SOVC) reflects the feeling that individual members have of belonging to an online social group. Yet there is a lack of investigation focusing on its individual-level antecedents. We argue that in order to enhance understanding of how SOVC develops we first need to distinguish between the individual expectations, actions, and the resulting community-related feelings. Drawing upon the uses and gratifications approach, we explore the community members' expected benefits, their linkages with different types of community participation and consequently with the experienced SOVC. We tested the hypotheses on a sample of 395 members of a virtual community hosted by a Finnish business newspaper. The findings suggest that both forms of participation - reading and posting messages - have a positive impact on SOVC, but the expected benefits differ. Participation by reading messages is mainly driven by the expectation of cognitive benefits, while posting messages seems to be largely driven by the anticipation of both social and personal integrative benefits. Our study contributes by providing a refined SOVC conceptualization and operationalization for virtual-community research, and by opening up the individual-level actions that build up a sense of virtual community.
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paper_title: Who Trusts? Personality, Trust and Knowledge Sharing

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The strategic importance of knowledge sharing and its relationships with organizational and managerial (i.e. environmental) factors have been well documented. The effects of some context-specific individual factors—including interpersonal trust—on knowledge sharing have also been investigated. The effects of enduring and pervasive individual factors (i.e, personality) on knowledge sharing have not been adequately described empirically. This article links personality, specifically agreeableness, a broad personality domain and propensity to trust, a narrow personality facet, to knowledge sharing via interpersonal trust, thereby clarifying substantial person-related effects within these important workplace phenomena.
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paper_title: Cultural influences on knowledge sharing through online communities of practice

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Purpose – The purpose of this study is to explore cultural factors influencing knowledge sharing strategies in virtual communities of practice.Design/methodology/approach – A qualitative research design was employed. Data collection was based on in‐depth interviews. The authors assumed that such factors as degree of collectivism, competitiveness, the importance of saving face, in‐group orientation, attention paid to power and hierarchy, and culture‐specific preferences for communication modes, would explain differences in knowledge seeking and sharing patterns.Findings – The results showed that these factors had different levels of importance among employees in the three participating countries. The issue of saving face was less important than expected in China. Modesty requirements as well as a high degree of competitiveness among employees were found to be serious barriers to information sharing in China, but not in Russia and Brazil. Perceived differences in power and hierarchy seemed to be less critic...
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paper_title: Exploring the role of psychological safety in promoting the intention to continue sharing knowledge in virtual communities

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Virtual communities play an important role in business, society, and education. At present, one of the great challenges faced by virtual communities is the availability of knowledge, which is mainly created through knowledge-sharing behavior. Although prior studies have extensively studied knowledge-sharing behavior in virtual communities from various perspectives, they largely ignored the important role of psychological safety in this process. We propose to address this gap by examining psychological safety and its effect on individuals' intention to continue sharing knowledge. We also identify trust in the virtual community and self-consciousness as antecedents of psychological safety. The research model is empirically tested through a survey across two virtual communities in a major university. The results show that the condition of psychological safety has a positive influence on the intention to continue sharing knowledge. The level of trust has a positive impact on the intention to continue sharing knowledge not only directly, as documented in the literature, but also indirectly, through the mediating role of psychological safety. Finally, we find that self-consciousness exerts a negative influence on feelings of psychological safety. The implications of our findings and the need for future research are also discussed.
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Title: Knowledge Sharing Behaviour among Students in Learning Environments: A Review of Literature

Section 1: Introduction
Description 1: Introduce the importance of knowledge sharing in learning environments, the gaps in current research, and the aim of the review.

Section 2: Literature Review Strategy
Description 2: Explain the strategy used for identifying relevant studies, including databases searched, time frame, and search terms.

Section 3: Method
Description 3: Describe the method used for analyzing and categorizing the selected empirical articles.

Section 4: Results
Description 4: Summarize the key features and findings from the four selected studies on knowledge sharing behavior among students.

Section 5: Discussion and Conclusion
Description 5: Discuss the main factors affecting students' knowledge sharing behavior, limitations of the current literature, and the need for caution in interpreting results.

Section 6: Future Research Directions
Description 6: Suggest future research areas, theoretical perspectives to be considered, and potential mechanisms for fostering knowledge sharing.