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A study of social participation and knowledge sharing in the teachers' online professional community of practice
ARTICLE

, Department of Business and Management, Taiwan ; , Department of Information Management, Taiwan

Computers & Education Volume 72, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

To facilitate professional development of teachers in the online context, the online community of practice (CoPs) has become an important platform in which individuals with similar interests or common goals get together to share their resources, develop working strategies, solve problems, and improve individual as well as organizational performance. In this study, we have collected self-reported knowledge-sharing behaviors from 321 members of the largest online professional CoP of teachers in Taiwan. The results show that closer connections among online CoP members can lead to greater recognition of and altruism towards others. Moreover, performance expectation and self-efficacy belief play essential roles in knowledge-sharing participation. Thus, the development of social relationships among online teacher members helps them obtain potential resources and reliable support through their social network. Also, teachers' membership in the online professional CoP fosters a prosocial attitude that heightens their willingness to share useful resources and solve other members' problems, both emotionally and instrumentally. Consequently, knowledge-sharing behaviors, in terms of knowledge giving and knowing receiving, are significantly predicted by prosocial commitment and performance expectation respectively. The implications to both research and practice are provided in this paper.

Citation

Tseng, F.C. & Kuo, F.Y. (2014). A study of social participation and knowledge sharing in the teachers' online professional community of practice. Computers & Education, 72(1), 37-47. Elsevier Ltd. Retrieved September 21, 2021 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.10.005

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