Abstract
Although online learning environments are perceived to facilitate knowledge sharing among individuals, various empirical studies find that participants do not log on frequently or are reluctant to share ideas with others. It is thus crucial for educators to understand when and how online knowledge sharing occurs. Prior model framework has been adapted to explore the motivational factors that drive knowledge sharing among individuals in online learning environments, esp. if there are any gender differences of online knowledge sharing. The hypothesized relationships between the identified motivational factors and online knowledge sharing behavior are then tested using a survey questionnaire administered to a sample of 333 undergraduate students. The results indicate that perceived attachment motivation (the need to form) and perceived relationship commitment (the need to main a relationship) are important determinants of online knowledge sharing. Further analysis on gender differences reveals that male participants rated the need to form relationships more highly than their female counterparts. Implications to ensure online learning environments to encourage knowledge sharing behavior are discussed.
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Ma, W.W.K., Yuen, A.H.K. (2011). Gender Differences of Knowledge Sharing in Online Learning Environment. In: Kwan, R., Fong, J., Kwok, Lf., Lam, J. (eds) Hybrid Learning. ICHL 2011. Lecture Notes in Computer Science, vol 6837. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-22763-9_11
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DOI: https://doi.org/10.1007/978-3-642-22763-9_11
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