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A grounded theory of information sharing behavior in a personal learning space

机译：个人学习空间中信息共享行为的扎根理论

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This paper presents a grounded theory of information sharing behavior of the users of a personal learning space. A personal learning space is an environment consisted of weblog, ePortfolio, and social networking functionality. It is primarily used within education as a tool to enhance learning, but is also used as a knowledge management tool and to develop communities of practice. Our results identify privacy as a main concern for users of a personal learning space and illustrate challenges users face in ensuring privacy of their information and strategies they employ to achieve the desired level of privacy. We then identify factors that affect users' decisions regarding disclosure of their personal artifacts to various people and groups in a personal learning space. The three main themes as emerged in our study include current stage in the information life cycle, the nature of trust between the owner and the receiver of information, and the dynamics of the group or community within which the information is being shared. Together, these themes portrayed a clearer picture of users' perspective on the privacy of their information in a personal learning space. The findings offer some ideas about how to create privacy management mechanisms for personal learning spaces that are based on users' mental model of information privacy. Practical implications of the results are also discussed.
机译：本文提出了一种基于理论的个人学习空间用户的信息共享行为。个人学习空间是由博客，ePortfolio和社交网络功能组成的环境。它主要在教育中用作增强学习的工具，但也用作知识管理工具和发展实践社区。我们的结果将隐私视为个人学习空间用户的主要关注点，并说明了用户在确保信息隐私和为实现所需的隐私水平而采用的策略方面所面临的挑战。然后，我们确定影响用户在个人学习空间中向各种人和团体公开其个人物品的决定的因素。我们研究中出现的三个主要主题包括信息生命周期的当前阶段，信息所有者和信息接收者之间的信任性质以及共享信息的群体或社区的动态。这些主题共同描绘了用户在个人学习空间中对其信息隐私的看法的更清晰图景。研究结果提供了一些有关如何基于用户的信息隐私心理模型为个人学习空间创建隐私管理机制的想法。还讨论了结果的实际含义。

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