Knowledge Sharing and Educational Technology Acceptance in Online Academic Communities of Practice

Autor/inn/en	Nistor, Nicolae; Baltes, Beate; Schustek, Monika
Titel	Knowledge Sharing and Educational Technology Acceptance in Online Academic Communities of Practice
Quelle	In: Campus-Wide Information Systems, 29 (2012) 2, S.108-116 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1065-0741
DOI	10.1108/10650741211212377
Schlagwörter	Communities of Practice; Intention; Educational Technology; Knowledge Management; Virtual Classrooms; Performance Factors; Computer Attitudes; Models; Program Validation; Foreign Countries; College Faculty; Teacher Attitudes; Technology Uses in Education; Use Studies; Regression (Statistics); Participation; Electronic Learning; Case Studies; Predictor Variables; Questionnaires; Mail Surveys; Mentors; Coaching (Performance); Professional Development; Germany + Suchen Sie Ihr Suchwort? Community; Unterrichtsmedien; Wissensmanagement; Leistungsindikator; Analogiemodell; Ausland; Fakultät; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Regression; Regressionsanalyse; Teilnahme; Case study; Fallstudie; Case Study; Prädiktor; Fragebogen; Erhebungsinstrument; Deutschland
Abstract	Purpose: Online programs rely on the use of educational technology for knowledge sharing in academic virtual communities of practice (vCoPs). This poses the question as to which factors influence technology acceptance. Previous research has investigated the inter-relationship between educational technology acceptance (ETA) and the vCoP context insufficiently. Therefore, the paper at hand aims to propose a conceptual model of ETA in the vCoP frame. Design/methodology/approach: To validate the proposed model, a correlation study was conducted in an academic vCoP at a German university. A sample of n=72 faculty members was surveyed regarding attitudes and perceptions towards knowledge sharing in vCoPs. Findings: A regression analysis confirms the expected correlation between technology use intention and corresponding behavior. Further, participation in a vCoP influences technology use intention, and, in turn, is influenced by participants' experience with technology. Research limitations/implications: Against expectations, participants' attitudes towards technology are weakly correlated with most model variables, thus warranting further research. Practical implications: Virtual mentoring in online universities can be supported relying on central vCoP participants, who may be helpful initiators of knowledge sharing. Originality/value: The proposed conceptual model enlarges the scientific understanding of technology-enhanced learning in vCoPs. (Contains 3 figures and 1 table.) (As Provided).
Anmerkungen	Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10