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This chapter summarizes the findings of a larger study of communities of practice and the
technologies they use to create a sense of togetherness over time and across distances. It
discusses the contribution that technologies can make to communities of practice. It analyzes the
evolution of the market and its structure and describes some examples of new tools available to
communities. It outlines some of the challenges involved in selecting technologies and offers
some techniques for making a community aware of technology without over-emphasizing it.

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09 Dec 08

ASCILITE 2004: Yuen and Ma - knowledge sharing and teacher acceptance of web based learning system

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Situação de formação de professores em regime b-learning, com uso de uma plataforma - mrrodrigues on 2008-12-09

Knowledge is a social phenomenon (Brown & Duguid, 2002). Thus, knowledge involves people. More and more studies found that it is not just a transfer of information but also a process of knowledge creation. Studies found that the weaknesses of knowledge management may involve poor understanding of cultural or organisational issues, and no support for valuing knowledge assets (Liebowitz 2001).
Unlike individual knowledge, social knowledge is not guaranteed through the physiological mechanisms associated with human cognition (Nonaka & Nishiguchi 2001, p.33). Social knowledge is shared among organisational members. Based on individual experiences of shared organisational events, social knowledge allows organisational members to share rules in the form of practices. In this sense, social knowledge brings forth an organisational world that is accessible to the individual organisational member and lends itself to individual knowledge development. Individual knowledge is needed for the creation of an organisational world, and this world, in the form of social knowledge, is in turn needed for the creation of individual knowledge about this world.
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- Could an online discussion forum create enough motivation to the sharing of knowledge? Interestingly, a number of studies from a vast countries conducted in the last few years found the same phenomenon that discussion forum feature in a web portal received the lowest participation rate, compared with other common features, including document management, news, announcement, mailing lists, calendar, and files and resources (Peters et al., 2003; Schubert et al., 2003; Serrano et al., 2003).
- The purpose of this study is to develop an initial understanding of the factors of knowledge sharing behavior through the investigation of individual's acceptance to a web based learning system in a teacher training program.
- Each training event is organised as a two 3 hour sessions with online web sessions for about 20 participants
- on the web based course support platform called Interactive Learning Network (ILN),
- the tools to provide scaffoldings for participants to engage in collaborative and cooperative activities.
- It allows the users to interact through synchronous or asynchronous communication.
- This involves the internalisation process of each participant to think the "how" and "why" of what they have learned as effective to his/her job performance.
- Each participant is encouraged to search for evidence to support his/her claims. The participants are expected to share and discuss their own views through a designated time on the web based discussion forum of the ILN of the training program.
- To improve technology acceptance, in the past, attention has been given for developing better user interface. However, the importance of technology is its flexibility and vast functionalities.
- Regardless the revolution of new technologies, we need to continue and keep the people centered nature of learning. Thus, the second challenge is the design of e-learning systems to provide authentic learning experiences for people to address various training needs and to foster knowledge sharing in a learning community.
- his study attempts to explore the users' technology acceptance and found that perceived ease of use and perceived usefulness are the two independent variables towards technology use. It also reveals the relationship between technology attitudes and knowledge sharing. These findings are definitely important to the design of teachers' professional development courses.
- The current case study has collected the views of in-service teachers at a given point of time, however, studies find that the factors to pre-adoption and post-adoption may be different (Karahanna, Straub & Chervany, 1999; Bhattacherjee, 2001), that is,
- a factor contributes positively to acceptance may not necessarily contribute to the same extent and degree after adoption