• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>Hybrid learning >Gender Differences of Knowledge Sharing in Online Learning Environment
【24h】

Gender Differences of Knowledge Sharing in Online Learning Environment

机译：在线学习环境中知识共享的性别差异

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

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.
机译：尽管人们认为在线学习环境有利于个人之间的知识共享，但是各种实证研究发现，参与者并不经常登录或不愿与他人共享想法。因此，对于教育工作者而言，了解何时以及如何进行在线知识共享至关重要。先前的模型框架已进行了调整，以探索在网上学习环境中，尤其是在个人之间驱动知识共享的动机因素。在线知识共享是否存在性别差异。然后使用对333名本科生的样本进行调查的问卷调查，对确定的动机因素和在线知识共享行为之间的假设关系进行测试。结果表明，感知的依恋动机（形成的需求）和感知的关系承诺（维持一种关系的需求）是在线知识共享的重要决定因素。对性别差异的进一步分析表明，男性参与者对建立关系的需求比女性参与者更高。讨论了确保在线学习环境鼓励知识共享行为的含义。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号