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

Abstract

Many educational institutions and organizations have attempted to encourage knowledge sharing by implementing virtual learning communities. During the COVID-19 pandemic, how to utilize virtual communication technologies to effectively facilitate knowledge sharing among geographically dispersed learners has become an extremely urgent issue. Our study investigated 88 undergraduates (nested in 10 groups) from a University in Southwest China. The research results reveal that self-presence and virtual member trust are the primary determinants in facilitating knowledge sharing (explicit vs tacit) in a virtual learning environment (VLE). Additionally, considering the challenges of forming effective collaborations in VLE (e.g., environment uncertainty, and one-way oriented communication), virtual leadership for improving the coordination of joint activities was developed. Virtual leadership improves the climate of a virtual learning environment by strengthening the relationships between selfpresence/virtual member trust and knowledge sharing. Finally, the positive interrelationship of explicit/tacit knowledge sharing and team performance is confirmed in our research.

The Linkage Between Virtual Team Leadership Towards Team Performance: A Study at Selected Companies

“…This implies the need for leaders to be able to communicate well with virtual teams in order to reduce misunderstanding and achieve task goals (Johnson, 2010). Moreover, differences in perspectives or opinions between leaders and team members could limit the group work activities and knowledge exchanges that require joint decision-making in a work environment (Xiaolong & Ko, 2021). Although virtual teams are claimed to suffer loss of face-to-face synergies, physical interaction, lack of communication and social engagement, the influence of virtual team leaders could indeed play a pivotal role.…”