Knowledge Sharing Behaviour among Students in Learning Environments: A Review of Literature

Abstract

Knowledge sharing is critical element for intellectual discourses. However, knowledge sharing is a demanding task that takes time and effort and requires students to be persistent and willing to interact with each other. Recognizing factors that impact knowledge sharing in learning communities is critical. This paper reviews the current literature on knowledge-sharing among students in learning environments, discusses possible factors affecting knowledge sharing behavior among students, and provides future research opportunities. A search of the literature was performed across the ERIC and Academic Search Premier. Empirical studies were included for review if they specifically examined the impact of possible sets of factors on knowledge sharing in learning environments. Key features of articles were classified at the four areas of emphasis: theoretical framework, context of the study, predictive variables, and conceptualization of knowledge sharing and its dimensions. This classification provides a means for educators, instructional designers and curriculums developers to identify key factors involved in successful knowledge sharing process. However, given the limited number of studies currently available, further research is required to establish clear conclusion and recommendation.

Knowledge hiding, conscientiousness, loneliness and affective commitment: a moderated mediation model

“…Students are held responsible for their intellectual progress through voluntary indulgence that makes knowledge sharing a key objective in the academic context (Ghadirian et al, 2014). Therefore, it is vital to apprehend the outcomes of KH behavior among students in academic settings.…”

Building Effective Virtual Learning Teams Through Enhanced Team Processes

“…After examining factors impacting student's knowledge sharing within virtual teams, He and Gunter (2015) uncovered that cohesion has a direct relationship with knowledge sharing while trust influences knowledge sharing mediated through cohesion. Ghadirian, Ayub, Silong, Bakar, and Zadeh (2014) argued that knowledge sharing is an influential step in knowledge acquisition. Knowledge sharing is regarded as a social occurrence in relation to social interactions and interpersonal relationships (Lin, Wu, & Lu, 2012), and it is convincingly affected by individuals' willingness to engage in the process (Ghadirian et al, 2014;Lin et al, 2012).…”

“…Ghadirian, Ayub, Silong, Bakar, and Zadeh (2014) argued that knowledge sharing is an influential step in knowledge acquisition. Knowledge sharing is regarded as a social occurrence in relation to social interactions and interpersonal relationships (Lin, Wu, & Lu, 2012), and it is convincingly affected by individuals' willingness to engage in the process (Ghadirian et al, 2014;Lin et al, 2012). In the high trust teams, members are more willing to engage in the learning process and share the knowledge with others (He & Gunter, 2015).…”

“…It is imperative that knowledge is shared among individuals within a team, and through knowledge sharing, individuals are capable of reconstructing knowledge by accepting multiple perspectives and challenging their own understanding while considering peers' views. Eventually, the knowledge will also be conveyed and refined until it becomes common knowledge to the team (Ghadirian et al, 2014;He & Gunter, 2015).…”

“…The instructor plays a notable role in facilitating the sharing of knowledge (Ghadirian et al, 2014). Serving as the catalyst, the instructor should shift from enacting as a knowledge transmitter to a learning guide or facilitator (Lee et al, 2009).…”