Browsing by Subject "knowledge sharing"

Now showing 1 - 2 of 2
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    Developing an Effective Model of Students' Communities of Practice in a Higher Education Context
    (Wiley, 2018) Kim, Ji Hyun; So, Byung Han; Song, Ji Hoon; Lim, Doo Hun; Kim, Junhee; Technology and Leadership Communication, School of Engineering and Technology
    The purpose of this research is to build an effective model for communities of practice (CoPs) in higher education. This research was designed to a) investigate core factors facilitating organizational learning process among CoP members and b) propose a systematic CoP model for higher education from a learning organization standpoint. A thematic analysis approach was used based on the open‐ended responses of 212 CoP program participants at a South Korean university. The results showed that self‐regulated learning activities, positive learning perception, and self‐participation were found to be core elements for successful CoP activities at the individual level. At the group level, problem‐based learning, facilitator, and collaborative learning environments were revealed as key factors for effective organizational learning. Administrative support, systematic learning support, and overall learning culture were found to be the most important influential environmental factors at the organizational level. The study findings imply that the goals, learning processes, and evaluation systems at the higher education level are fundamentally different from those in industrial settings, and conclude that more customized approaches and supporting efforts should be considered in facilitating CoP activities. Research limitations and future research suggestions are proposed based on the study findings.
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    Testing the Benefits of Blended Education: Using Social Technology to Foster Collaboration and Knowledge Sharing in Face-To-Face LIS Courses
    (2013-04) Agosto, Denise E.; Copeland, Andrea J.; Zach, Lisl
    Blended education, which mixes elements of face-to-face and online educational delivery, can occur at the activity, course, program, or administrative level. This study examined the use of student blogs to test the benefits of course-level blended educational delivery for LIS students enrolled in a face-to-face course. Data collected from students' blogs were also used to assess whether Zach and Agosto's (2009) framework for maximizing student collaboration and knowledge sharing in online courses can be applied to face-to-face courses. The study found that blogs successfully supported collaboration and community building because they were well-suited to sharing course-related knowledge and because students encountered few technical barriers. These findings support Zach and Agosto's proposed criteria for selecting technologies to foster increased collaboration and knowledge sharing, e.g., low learning curves and easily facilitated student interaction. The results suggest that blended education can bring many of the educational benefits of online learning to face-to-face students.