Factors That Promote Knowledge Sharing on Academic Social Networking Sites: An Empirical Study

Autor/inn/en	Koranteng, Felix Nti; Wiafe, Isaac
Titel	Factors That Promote Knowledge Sharing on Academic Social Networking Sites: An Empirical Study
Quelle	In: Education and Information Technologies, 24 (2019) 2, S.1211-1236 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wiafe, Isaac)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-018-9825-0
Schlagwörter	Knowledge Management; Sharing Behavior; Social Networks; Correlation; Learner Engagement; Web Sites; Social Capital; Social Theories + Suchen Sie Ihr Suchwort? Wissensmanagement; Social network; Soziales Netzwerk; Korrelation; Web-Design; Sozialkapital; Gesellschaftstheorie
Abstract	Studies into Knowledge Sharing continues to attract attention. This is because it has been identified as an effective learning and researching approach. Perhaps this is due to the proliferation and enhanced interaction of modern social networks. Although previous literature argues for a relationship between the use of Social Networking Sites, Engagement and Knowledge Sharing, some recent studies disagree. This paper, therefore, seeks to validate the relationship between the use of social networking sites, academic Engagement and Knowledge Sharing using websites solely designed for academic activities. A modified version of the Social Capital Theory was used to design a questionnaire and data was collected from 336 participants and analyzed. The findings provided evidence that Academic Social Networking Sites support all the indicators of the Social Capital dimensions: Social Interaction Ties, Trust, Reciprocity, Identification, Shared Language and Shared Vision. However, Identification was the only significant predictor of Engagement, whereas Engagement supported Knowledge Sharing. Considering that studies on generic SNS have found significant relationship between other Social Capital dimensions and Engagement, future work needs to focus on the causation of the non-significant relationship observed in this study. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01