TY - JOUR
T1 - Evaluating Factors Influencing Knowledge-Sharing Behavior of Students in Online Problem-Based Learning
AU - Wang, Wei Tsong
AU - Lin, Ying Lien
N1 - Funding Information:
This research was funded by the Ministry of Science and Technology, Taiwan (Grant No: MOST 109-2410-H-006-043-MY2 and MOST 107-2511-H-006-005-MY2).
Publisher Copyright:
© Copyright © 2021 Wang and Lin.
PY - 2021/6/25
Y1 - 2021/6/25
N2 - Adopting online problem-based learning (OPBL) to internship educational programs is an effective teaching method to stimulate self-directed and collaborative learning and knowledge-sharing behavior (KSB) of students. However, the OPBL collaboration experience is different from the traditional lecture-based learning experience for students. Integrating social identity theory and commitment-trust theory develops a formative research model that explains the KSB of students when using social media tools for the OPBL process. This process encourages social interaction and communication of students, in turn, facilitating the integration of collective intelligence or the creation, sharing, and exchange of knowledge. Data collected from 425 nursing students who studied at seven nursing colleges or medical universities in Taiwan were analyzed using the partial least squares (PLSs) technique. The results indicate that social identification is a crucial antecedent of KSB. Relationship quality plays a vital role in shaping the effects of interpersonal trust and relationship commitment (RC) on KSB during internship periods. The findings can contribute to theoretical discussions and enhance the effectiveness of KSB in the literature of internship and non-internship in the higher education field.
AB - Adopting online problem-based learning (OPBL) to internship educational programs is an effective teaching method to stimulate self-directed and collaborative learning and knowledge-sharing behavior (KSB) of students. However, the OPBL collaboration experience is different from the traditional lecture-based learning experience for students. Integrating social identity theory and commitment-trust theory develops a formative research model that explains the KSB of students when using social media tools for the OPBL process. This process encourages social interaction and communication of students, in turn, facilitating the integration of collective intelligence or the creation, sharing, and exchange of knowledge. Data collected from 425 nursing students who studied at seven nursing colleges or medical universities in Taiwan were analyzed using the partial least squares (PLSs) technique. The results indicate that social identification is a crucial antecedent of KSB. Relationship quality plays a vital role in shaping the effects of interpersonal trust and relationship commitment (RC) on KSB during internship periods. The findings can contribute to theoretical discussions and enhance the effectiveness of KSB in the literature of internship and non-internship in the higher education field.
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U2 - 10.3389/fpsyg.2021.691755
DO - 10.3389/fpsyg.2021.691755
M3 - Article
AN - SCOPUS:85109383957
SN - 1664-1078
VL - 12
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 691755
ER -