Contributing factors in knowledge sharing for performance of university students in teachers’ training programs

Abstract

Purpose The purpose of this paper is to study stated effects of independent variables of trust, social networks, and information and communication technologies (ICTs) on explicit and tacit knowledge. Further, it explained contributions of explicit and tacit knowledge to performance in academic environment. Design/methodology/approach This study is based on research model of hypothetical relationships of various criterion and predictor variables. Structural equation model was used in which research model was analyzed by using confirmatory factor analysis. Findings Some criterion variables were observed for predictor variables of explicit and tacit knowledge. It was observed that explicit knowledge contributed indirectly and tacit knowledge contributed directly to overall performance. Current research explained explicit and tacit knowledge as contributors for performance. It also explained effects and patterns of explicit and tacit knowledge toward performance. Originality/value This research highlighted that the effects of contributing factors for explicit and tacit knowledge have variations in response to socio-economic and geo-political circumstances. These variations can be expected from other issues like use and access of ICTs. But contributing pattern of knowledge for performance remains same.

Virtual Leadership Matters: Capturing its Role in Facilitating Knowledge Sharing in Virtual Learning Environment

“…The results also show that knowledge sharing relates to team performance in VLE, a finding which is consistent with those of existent studies [34,48]. In our study, explicit knowledge sharing was found to be positively associated with team performance not only directly but also via tacit knowledge sharing.…”

“…On the one hand, these results corroborate that explicit knowledge sharing contributes to team learning performance in VLE, which supports our H6. On the other hand, the mediating effect of tacit knowledge sharing recalls the results of Elton [13], Shah and Mahmood [34], and Zaqout and Abbas [48], which illustrated that tacit knowledge and explicit knowledge are both better for academic research. Regarding our research results, meaningful implications in both theoretical and practical terms are discussed next.…”

“…Tacit knowledge is knowledge derived from experience, which mainly exists in individuals' minds. Tacit knowledge has been characterized as uncodified, highly personal, and experiential knowledge, and as a result it is difficult to be expressed in words and nearly impossible to capture in databases [34,37,39]. Due to the varied nature of tacit knowledge, its sharing takes place through extensive personal contact, regular and close interactions, and shared understanding between parties.…”

Towards Increasing Upper Egyptian Student Teachers’ Potentials to Emerge into the 21st Education Platform

“…Table 4, 5 and 10 sustain this proposition where a high proportion of student teachers expressed their unreadiness to integrate ICTs into their teaching practice because of the lack of proper ICTs' training. These findings echo results emerged from many researches mentioned earlier, that student teachers need to be provided with sufficient ICTs training in order to increase their readiness to implement efficiently ICTs into their future education (Enochsson, 2010;Janssens-Bevernage et al, 2010;Shah & Mahmood, 2016). Therefore, in Table 7 and 8 we witnessed a consensus among student teachers that free access to university computer laps and training courses are crucial to the enhancement ICTs skills.…”

Managing Peer-to-Peer Cooperation Using Knowledge-Based Trust and Encouraging the Willingness to Share Tacit Knowledge

“…The results indicated that KBT significantly predicted WSTK. However, KBT contradicts Shah and Mahmood's (2016) findings that trust is not significant within a tacit knowledge-sharing relationship. Conversely, KBT supported Endres and Rhoad's (2016) finding that repeat interactions promote tacit knowledge transfer.…”