Evaluating Factors Influencing Knowledge-Sharing Behavior of Students in Online Problem-Based Learning

Abstract

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.

The Relationship Between Parental Satisfaction and Parental Loyalty in Kindergartens: The Mediating Role of Parental Trust and Parental Relationship Commitment

“…According to H4, this study also found that kindergarten parental trust and parental relationship commitment played significant chain mediating roles in the relationship between parental satisfaction and parental loyalty, this was consistent with previous research findings according to that the chain meditation effect played a role in customers’ relationship and customers’ commitment ( Sanchez-Franco et al, 2009 ). In addition, similar to empirical findings, trust and relationship commitment have been shown to be key mediating factors ( Friman et al, 2002 ; Sue and Campbell, 2012 ; Wang and Lin, 2021 ). In other words, the KMV model can be applied to kindergarten parents, and trust and relationship commitment play a key mediating role between parental satisfaction and parental loyalty.…”

“…Trust and relationship commitment did facilitate collaborative relationships between librarians and teachers in teaching and research. Wang and Lin (2021) showed that the KMV model could also be applied to students in nursing and medical schools. Interpersonal trust and relationship commitment act as chain mediating roles between interpersonal relationship quality and knowledge sharing behavior.…”

“…There was a significant and positive effect of relationship commitment on loyalty ( Zhang et al, 2020 ). Trust had a significant and positive effect on relationship commitment ( Wang and Lin, 2021 ). In conclusion, existing research supported that satisfaction had a significant and positive effect on loyalty and that trust and relationship commitment had a mediation effect between satisfaction and loyalty ( Sanchez-Franco et al, 2009 ).…”

Knowledge sharing behaviour among critical care nurse specialists: A cross‐sectional study

“…Factors influencing knowledge management are divided into four parts, namely subject, object, organisational culture and information technology (Lin et al, 2008). It has been shown that knowledge sharing within various tyPractice Environment Scale of organisations through different means and processes have positive impacts on individuals and teams (Wang & Lin, 2021; Zhu et al, 2019).…”

Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership

“…The quality of the relationship between group members plays a vital role in creating interpersonal trust and commitment to collaboration as well as meaningful knowledge sharing and collaborative critical reflection (Wang & Lin, 2021). Relationships should be established at the onset of a collaborative learning task and nurtured throughout the learning process to enhance a sense of community (Brindley et al, 2009).…”