Resumen. La incorporación a la educación superior de herramientas como plataformas virtuales o redes sociales supone una nueva reformulación del proceso de enseñanza-aprendizaje. Esta investigación analiza la utilidad didáctico-pedagógica de la plataforma educativa Moodle y de la red social Facebook para identificar sus potencialidades y controversias. Se presenta un estudio descriptivo e interpretativo que combina el diseño cualitativo y cuantitativo, para conocer la opinión del profesorado y alumnado

Managing self-presentation in online communities is an integral part of private and professional life. In member profiles on social networking sites such as Facebook, people disclose intimate details that deliver a rich picture of their personality and tell stories about recent activities with colleagues, family, and friends. In communities such as Wikipedia, people selectively present personal information that is related to their effort within the community, for example, information about their interests, expertise, or professional activities. Finally, online self-presentation enables initiation of interaction, building relationships, and access to knowledge resources. The kind of personal information people present about themselves differs to a high degree between communities (Le, Beschastnikh, & McDonald, 2010;Schrammel, Köffel, & Tscheligi, 2009). Nevertheless, we do not know much about the factors that explain these differences. Are differences in self-presentation just a consequence of different opportunities to present oneself through predefined profile fields? Indeed, profiles in different communities vary in layout, content, and format. However, communities also support different kinds of interactions among their members: Social networking sites, on the one hand, support getting and staying in contact with family, friends, and colleagues. Communities focusing on content creation, on the other hand, support sharing and developing knowledge and ideas. This paper investigates whether people adapt their self-presentation in online communities to different interaction situations, independent of the profile template the community offers. For this purpose, we build on the theoretical distinction between common-bond and common-identity groups

PurposeThis article seeks to address the social aspects of handling knowledge and information. For this purpose, it considers findings from social psychology and discusses their applicability in knowledge management research and practice.Design/methodology/approachThe article presents a selective but systematical review of recent social psychological literature that can be applied for knowledge management purposes.FindingsTwo social psychological concepts that strongly influence knowledge processes in organizations are first introduced: social norms and social identity. Two types of social processes that are particularly relevant for knowledge management subsequently take center stage in this article: knowledge sharing and knowledge processing in organizations. The roles social norms and social identity play in knowledge sharing and knowledge processing are then assessed.Originality/valueImplications for knowledge management practice are considered: among other implications, it is discussed what computer‐mediated support can contribute to knowledge management processes in organizations with respect to both knowledge sharing and knowledge processing.

Many situations of information exchange represent a social dilemma, in which individual costs and benefits for contributing information are contradictory to the group's costs and benefits. Recent studies have shown that (a) people select their contributions according to the benefit that these contributions provide to others, (b) the social value orientation of individuals affects their willingness to contribute, and (c) externally provided behavioral guidelines have an impact on individual behavior. We conducted 2 experiments in which people were able to actively manipulate the value that their information had for others (in Study 1, this value had no influence on their own costs; in Study 2, a higher value to others implied higher contribution costs for the individual contributor). Both studies revealed that people avoided contributing such information that would have provided others with a higher benefit than the benefit the individual contributors themselves received through this information. Even prosocials-who generally acted more cooperatively than proselfsbehaved like that. In both studies, behavioral guidelines had an impact on the number of contributions, independent of the value of information.

Groups who share information in computer-mediated settings often have to deal with the issue of anonymity. Previous research has shown that only people with a prosocial orientation--that is, those whose main interest is to add to the benefit of the group as a whole--are willing to share information in anonymous situations. The willingness to share information by those people with a proself orientation--that is, those who put more emphasis on their personal benefit--can be increased by providing photographs of the other group members. The information-sharing behavior of prosocials, however, suffers from such a deletion of anonymity. In an online experiment, we examined how information-sharing behavior of proselfs may be increased without negatively influencing the information-sharing behavior of prosocials in an online setting. It was shown that even proselfs share information if the group members are visualized in a homogeneous way, while prosocials' information-sharing behavior is not impaired by this visualization. In addition, the results suggest that people's perceived homogeneity of the online group, as well as the importance of the collective goal, are the underlying processes of this effect. These results have important practical implications for the design of online information-sharing settings.