The effect of creating blog-based portfolios on knowledge management (KM) abilities among university students was examined in the present study. Participants included 43 students majoring in Multimedia and Game Science at a University in Taiwan. Students spent nine weeks creating their personal portfolios by using a blog. The t-test was conducted to examine the difference in KM abilities before and after creating blog-based portfolios. The results showed that students' KM abilities after creating blog-based portfolios were significantly better than before creating blog-based portfolios.
Introduction Knowledge management and its constructsKnowledge management (KM) is a core competence (Hitt, Ireland, & Lee, 2000). A study done by Chen (2005) showed that KM ability was beneficial to university students' learning and professional development. A study by Carneiro (2008) revealed that KM ability had a significant effect on innovation and competitiveness. Petrides and Nodine (2003) also found that KM ability enhanced performance in the workplace. These studies demonstrated that students' KM abilities are crucial, so the question of how to enhance students' KM ability is an important task. KM involves a wide range of education and business institutions. As knowledge is a key asset, many schools are seeking better ways to transform their knowledge into effective decision-making and action. Consequently, a KM approach helps universities enhance efficiency, improve decision-making capacity, and increase overall effectiveness (Petrides & Nodine, 2003). There are five constructs of KM, which are knowledge sharing, knowledge innovation, knowledge acquisition, knowledge application, and knowledge accumulation (Artail, 2006;Award & Ghaziri, 2004;Hsiao & Hu, 2007;Lee, Lee, & Kang, 2005;Liebowitz, 2012).Knowledge sharing can help people understand a thing: not only "what", but also "why and how". The intention of knowledge sharing includes sharing of personal knowledge, sharing of learning, and encouragement of learning. Knowledge sharing is a process of communication that requires a fine route (Kruger & Johnson, 2010), such as speech, publication, behaviour, or other ways in which one can communicate with others (Wang, Yang, & Huang, 2009). Furthermore, knowledge receivers can also reach the goal of knowledge sharing by observation, modelling, or reading. The intention of knowledge innovation indicates that learners can integrate knowledge through learning and reflection (Hsiao & Hu, 2007). Learners can understand the value of knowledge by reflection and improve their knowledge innovation behaviour (Tseng, Yang, Chen, & Tseng, 2005). Knowledge acquisition refers to the idea that students develop new knowledge and understanding through, for example, chat and discussion (Tseng, Chen, Wu, & Lou, 2004). Marks and Lockyer (2004) found that group members were able to acquire knowledge by interaction. Hence, mutual communication and modelling among learners can be a way to acquire knowledge (Liao, Fei, & Chou, 2008). Knowledge applic...