scholarly journals Going Behind the Scenes at Teacher Colleges: Online Student Knowledge Sharing through Social Network Technologies

10.28945/3863 ◽  
2017 ◽  
Vol 13 ◽  
pp. 167-184 ◽  
Author(s):  
Smadar Bar-Tal ◽  
Christa S. C. Asterhan
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Adult Students ◽  
Knowledge Sharing ◽  
Peer To Peer ◽  
Future Research ◽  
Teaching Staff ◽  
Central Feature ◽  
College Life ◽  
Teacher Colleges

Aim/Purpose: The present study aims to describe existing peer-to-peer, social network-based sharing practices among adult students in teacher colleges. Background: Ubiquitous social network sites open up a wide array of possibilities for peer-to-peer information and knowledge sharing. College instructors are often unaware of such practices that happen behind the scenes. Methodology: An interpretative, qualitative research methodology was used. Thirty-seven Israeli students at a teacher college in Israel participated in either focus group discussions of (N = 29) or in-depth interviews (N = 8). Contribution: Whereas knowledge sharing has been a main focus of research in organizational and information sciences, its relevance to educational settings has thus far been underscored. Recent research shows that peer–to-peer knowledge sharing is wide-spread among teenage students. The current study extends that work to an adult student population. Findings: The findings show that knowledge sharing of this type is a common and even central feature of students’ college life and study behavior. It takes place through a variety of small and larger social network-based peer groups of different formations, including mostly college students but at time also practicing, experienced teachers. Sharing groups are formed on the spot for short term purposes or are stable, continuous over longer time periods. The contents shared are predominantly lesson summaries, material for exams, reading summaries, and lesson plans. They are used immediately or stored for future use, as students have access to vast data bases of stored materials that have been compiled throughout the years by students of previous cohorts. Teacher students mentioned a range of reasons for sharing, and overall regard it very positive. However, some downsides were also acknowledged (i.e., superficial learning, exclusion, attentional overload, and interruptions). Recommendations for Practitioners: College faculty and teaching staff should be cognizant and informed about these widespread peer-based knowledge sharing practices and consider whether perhaps changes in teaching formats and task assignments are required as a result. Future Research: Future research should extend this work to other higher education settings, cultures and countries, and should map the perceptions of higher education teaching staff about peer-to-peer, online knowledge sharing.

Knowledge Sharing From Employee's Perspective

2019 ◽  
pp. 1-20 ◽  
Author(s):  
Jianping Peng ◽  
Jing ("Jim") Quan ◽  
Guoying Zhang ◽  
Alan J. Dubinsky
Keyword(s):  
Social Network ◽  
Knowledge Sharing ◽  
Social Relationship ◽  
Contextual Performance ◽  
Survey Study ◽  
Interpersonal Interaction ◽  
Future Research ◽  
Professional Employees ◽  
High Level ◽  
The Impact

This chapter combines three less-studied factors on employee knowledge sharing, namely, social relationship, contextual performance, and IT competence. Using a survey study that was targeted to professional employees in a R&D department, we reveal that both social relationship—which incorporates degree of centrality of employee's social network and frequency of interpersonal interaction—and employee's contextual performance have significant positive impacts on knowledge sharing. This association, however, is found to be further positively moderated by employee's IT competence. Our work extends the literature pertaining to knowledge sharing by, not only providing an enhanced approach to measure social relationship, but also emphasizing that social relationship or contextual performance can magnify the impact on knowledge sharing through a high level of IT competence. The findings provide managerial and future research insights pertaining to promoting knowledge sharing by enhancing social relationship, rewarding contextual performance, and improving IT competence of employees.

Online Higher Education for Nontraditional Adult Students

2021 ◽  
pp. 265-285
Author(s):  
Junghwan Kim ◽  
Heh Youn Shin ◽  
Kim L. Smith ◽  
Jihee Hwang
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Career Planning ◽  
Critical Role ◽  
Future Research ◽  
State University ◽  
University Of Oklahoma ◽  
Online Higher Education ◽  
Education Environment ◽  
The University

This chapter examines two U.S. four-year public universities, the Pennsylvania State University World Campus and the University of Oklahoma Outreach, that have successfully developed online adult education system/programs for adults. Using the principles of effectiveness for serving adult learners, the integrated review reveals not only how they advance online higher education environment for adults, but the types of challenges they have. Key findings highlight that, under a strong tradition of distance education, “self-assessment system,” “financial independence,” and “diverse active supports for life and career planning” play a critical role in increasing the academic engagement and retention of adult students. However, they also have several challenges: “high tuition rates and limited scholarship options,” “monitoring students' experience,” “learning outcome assessment,” and “commitment of faculty members.” The authors close with practical/academic implications and future research agendas.

Teenage peer-to-peer knowledge sharing through social network sites in secondary schools

2017 ◽  
Vol 110 ◽  
pp. 16-34 ◽  
Author(s):  
Christa S.C. Asterhan ◽  
Edith Bouton
Keyword(s):  
Social Network ◽  
Secondary Schools ◽  
Knowledge Sharing ◽  
Social Network Sites ◽  
Peer To Peer

scholarly journals The Mediating Role of Knowledge Sharing Attitude among Academic Staff at Higher Education Institutions in the Relationship between Organizational Learning Environment and Teacher Knowledge Sharing Int

2021 ◽  
Vol VI (I) ◽  
pp. 12-25
Author(s):  
Aneela Syed ◽  
Muhammad Danish ◽  
Nagina Gul
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Environment ◽  
Knowledge Sharing ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Teaching Staff ◽  
Staff Members ◽  
Knowledge And Attitude ◽  
The Impact

This study aims to explore the attitude of faculty members in the universities towards knowledge sharing (KS). The study also analyzed the impact of the organizational learning environment (OLE) on the knowledge-sharing attitude among the university is teaching staff. An empirical model is developed while an integrated theory of Planned Behavior (PB) to conceptualize the Knowledge Sharing Behavior among the employees of Higher Education Institutions (HEI). Moreover, the study recognizes the levels of Knowledge Sharing between the staff members within the organization. Out of 407 respondents, 300 responses were collected through self-administer a survey. The results provide empirical evidence that OLE and Intention to Sharing knowledge (ISK) are significantly related among academic Staff at HEI. The results of the study may help the institution level of intention in sharing knowledge and attitude toward perceived behavior subjective norms to retain core employees within the organization.

scholarly journals Ranking of the Determinants Affecting Students’ Attitude of a Higher Education Institution: Application of AHP

2015 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Shahriyar Anam ◽  
Mahbubul Haque ◽  
Sarwar Chowdhury
Keyword(s):  
Higher Education ◽  
Business School ◽  
Education Institution ◽  
Private University ◽  
Future Research ◽  
Teaching Staff ◽  
Analytic Hierarchy ◽  
Policy Makers ◽  
Expert Choice ◽  
Hierarchy Process

With the higher education landscape getting increasingly competitive, the role of marketing has come to the surface. The current study is conducted to prioritise the determinants affecting the attitude of the students pursuing their studies in a particular business school at a private university of Bangladesh. Five criteria are considered in this regard where Analytic Hierarchy Process (AHP) is applied to rank the chosen criteria. The results derived through Expert Choice software version 11.0 indicate that promotional activities are ranked first having a weight of about 52%; this is followed by the quality of teaching staff with around 22%. The other two criteria ‘Service provided by the business school’ and ‘Campus facilities’ are ranked third and fourth with about 12% and 11%, respectively. Co-curricular activities turn out to be of least importance having a weight of 3.4% only. Based on the results, a few marketing strategies are recommended for the policy makers to consider as they cope with the pressure of heightened competition in the market. Suggestions for some avenues of future research are also put forward.    

Alternative Concepts of Economic Development and Their Implications for Higher Education

2016 ◽  
pp. 86-101
Author(s):  
Isaías Álvarez García ◽  
Juan de Luna Flores ◽  
Maribel del Carmen Casas Haro
Keyword(s):  
Higher Education ◽  
Human Development ◽  
Fixed Time ◽  
Future Research ◽  
Teaching Staff ◽  
Theoretical Concepts ◽  
Social Growth ◽  
Self Sufficiency ◽  
Integral Development ◽  
Integral Human Development

This chapter is an academic essay that presents six theoretical concepts about economic human development that allow the leaders and the teaching staff of the institutions of higher education to understand that the growth and integral development of a country does not only rely on the fruits of a given ideology or economic system, in a fixed time, but on the integral human development of the peoples from their culture, customs, idiosyncrasy, production means, integration with other nations, among other ways of expressing their identity and their ways of life. These concepts are: 1) economic and social growth, 2) self-sufficiency, 3) interdependence, 4) self-determination, 5) knowledge as a transformation strategy, and 6) integral human development. It is proposed the analysis of these concepts to explore utilization alternatives for the development of future research works.

Online Higher Education for Nontraditional Adult Students

2018 ◽  
pp. 221-240
Author(s):  
Junghwan Kim ◽  
Heh Youn Shin ◽  
Kim L. Smith ◽  
Jihee Hwang
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Career Planning ◽  
Critical Role ◽  
Future Research ◽  
State University ◽  
University Of Oklahoma ◽  
Online Higher Education ◽  
Education Environment ◽  
The University

This chapter examines two U.S. four-year public universities, the Pennsylvania State University World Campus and the University of Oklahoma Outreach, that have successfully developed online adult education system/programs for adults. Using the principles of effectiveness for serving adult learners, the integrated review reveals not only how they advance online higher education environment for adults, but the types of challenges they have. Key findings highlight that, under a strong tradition of distance education, “self-assessment system,” “financial independence,” and “diverse active supports for life and career planning” play a critical role in increasing the academic engagement and retention of adult students. However, they also have several challenges: “high tuition rates and limited scholarship options,” “monitoring students' experience,” “learning outcome assessment,” and “commitment of faculty members.” The authors close with practical/academic implications and future research agendas.

Knowledge sharing in social networks: considering the role of political skill and trust

2020 ◽  
Vol 23 (2) ◽  
pp. 121-140
Author(s):  
Stephanie R. Seitz ◽  
Kaumudi Misra
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Knowledge Sharing ◽  
Social Process ◽  
Political Skill ◽  
Individual Characteristics ◽  
Future Research ◽  
Content Type ◽  
The Social ◽  
Complex Knowledge

PurposeThe purpose of this paper is to bring a more individual focus to social networks in theorizing the social process of knowledge sharing.Design/methodology/approachThe theoretical model proposes that political skill will shape an individual's social network. Further, political skill within a network will influence the degree of complex knowledge sharing, which likely happens through the mechanism of affective- and cognitive-based trust.FindingsTheoretical implications and future research directions are discussed.Originality/valueKnowledge sharing is an inherently social process and as such occurs within the context of social networks in an organization. However, research to date has not fully explored the details of how and why complex knowledge sharing happens within a social network. Generally, theory on social networks has focused on structural qualities of a network, rather than the individual characteristics of the members of that network. This paper brings a more individual focus to social networks in theorizing the social process of knowledge sharing.

Knowledge sharing in higher education institutions: a systematic review

2018 ◽  
Vol 31 (2) ◽  
pp. 226-246 ◽  
Author(s):  
Osama Al-Kurdi ◽  
Ramzi El-Haddadeh ◽  
Tillal Eldabi
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Knowledge Sharing ◽  
Design Methodology ◽  
Focal Point ◽  
Higher Education Institutions ◽  
Future Research ◽  
Content Type ◽  
Practical Implications ◽  
Different Levels

Purpose The purpose of this paper is to help in providing a better understanding on knowledge sharing amongst academics in higher education institutions (HEIs). The aim of this study is realized by profiling existing literature to understand the determinants of knowledge sharing, research trends, theories, and future research opportunities. Design/methodology/approach After carefully examining the extant literature and by utilizing relevant academic-based research databases, a total of 73 papers published in peer-reviewed journals over the last decade were reviewed and analyzed using well-established systematic literature review methodology. Findings The adopted systematic review revealed that there are limited contributions in understanding knowledge sharing in HEIs when compared with other sectors. The review provides a number of avenues for future research including technological, cultural, organizational, and behavioral aspects at different levels. Practical implications This study helps in offering a focal point to senior management in HEIs for realizing the requirements for developing appropriate strategies and programs to promote knowledge sharing among academics and consequently enhance their institutions’ performance. Originality/value This study utilized Jesson et al. (2011) in presenting a comprehensive systematic review of knowledge sharing specifically in the context of HEIs. This paper offers some theoretical and practical insights on what contributes toward understating the determinates affecting knowledge sharing practices among academics.

scholarly journals Peer Knowledge Sharing Outside the Undergraduate STEM Classroom

2017 ◽  
Author(s):  
Ashley Gess ◽  
Songze Li ◽  
Shihao Zhou ◽  
Samuel Doak
Keyword(s):  
Community College ◽  
Knowledge Sharing ◽  
Content Knowledge ◽  
Interpersonal Relationships ◽  
Structured Interview ◽  
Peer To Peer ◽  
Future Research ◽  
Student Interest ◽  
Classroom Context ◽  
Persistence In Stem

Student interest is associated with persistence in STEM courses of study (Maltese, Melki, & Wiebke, 2014). If peers decide, of their own accord, to discuss knowledge among each other outside of the classroom context, the behavior is indicative of deepening interest in the information being shared (Renninger & Hidi, 2002). Understanding outside classroom knowledge sharing behaviors among peers involved in a STEM course may help educators construct learning contexts that promote interest and persistence in STEM subjects. To that end, this study examined two important research questions: (1) what are the key factors that influence peer to peer knowledge sharing outside the classroom? and (2) what are the methods the student use to share content knowledge? In order to explore these questions, a qualitative study was designed to explore knowledge sharing between peers outside the classroom. A semi-structured interview protocol with eight students from a Mid-Atlantic community college was conducted to explore students’ perceptions of knowledge sharing between peers. Data were coded and analyzed by a group of researchers and themes were identified and theoretical and practical implications of the study were recorded. Several key facilitators of knowledge sharing were identified: self-efficacy, interpersonal relationships, interpersonal similarity and media richness. Implications for teachers are presented. Limitations and future research are included in the end of the study. Keywords: knowledge sharing, peer to peer, peer learning, knowledge transfer, content knowledge, college science teaching, community college

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