IT to Support Knowledge Sharing in Communities, towards a Social Capital Analysis

Huysman, Marleen; Wulf, Volker

doi:10.1057/palgrave.jit.2000053

Cited by 321 publications

(254 citation statements)

References 70 publications

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“…Such technologies can be defined in two waves (Huysman and Wulf 2006), the first focused on managing knowledge, supporting individual learning and direct communication. Examples of these included decision support systems, intranets, data-warehouses and video conferencing (Davenport and Prusak 1998;Wilson and Snyder 1999;Alavi and Leidner 2001;Butler 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Examples of these included decision support systems, intranets, data-warehouses and video conferencing (Davenport and Prusak 1998;Wilson and Snyder 1999;Alavi and Leidner 2001;Butler 2002). The second wave of KMT research (Huysman and Wulf 2006) focused on the collective emergent nature of knowledge sharing (Brown and Duguid 2000). This later literature recognised that "socio-psychological" factors are important in determining KMT's success (Malhotra 2005) and focused on social networking technologies and Web2.0 (O'Reilly 2007) including taxonomies and the semantic web (Thompson and Walsham 2004;Venters and Ferneley 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

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Knowledge management technology-in-practice: a social constructionist analysis of the introduction and use of knowledge management systems

Venters

2010

Knowledge Management Research & Practice

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Knowledge management technology-in-practice: a social constructionist analysis of the introduction and use of knowledge management systems

Venters

2010

Knowledge Management Research & Practice

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“…Many tools make use of information technology as means of sharing knowledge in networks such as Intranets. Huysman and Wulf (2006) provide an overview of such tools. Some Web 2.0 sites even allow for knowledge repositories beyond organizations boundaries.…”

Section: Knowledge Sharing Toolsmentioning

confidence: 99%

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Streng¹

2009

Human-Computer Interaction – INTERACT 2009

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iii ABSTRACTOver the last decades collaborative learning has gained immensely in importance and popularity due to its high potential. Unfortunately, learners rarely engage in effective learning activities unless they are provided with instructional support. In order to maximize learning outcomes it is therefore advisable to structure collaborative learning sessions. One way of doing this is using collaboration scripts, which define a sequence of activities to be carried out by the learners. The field of computer-supported collaborative learning (CSCL) produced a variety of collaboration scripts that proved to have positive effects on learning outcomes. These scripts provide detailed descriptions of successful learning scenarios and are therefore used as foundation for this thesis.In many cases computers are used to support collaborative learning. Traditional personal computers are often chosen for this purpose. However, during the last decades new technologies have emerged, which seem to be better suited for co-located collaboration than personal computers. Large interactive displays, for example, allow a number of people to work simultaneously on the same surface while being highly aware of the co-learners' actions. There are also multi-display environments that provide several workspaces, some of which may be shared, others may be personal. However, there is a lack of knowledge regarding the influence of different display types on group processes. For instance, it remains unclear in which cases shareable user interfaces should replace traditional single-user devices and when both personal and shared workspaces should be provided. This dissertation therefore explores the role of personal and shared workspaces in various situations in the area of collaborative learning. The research questions include the choice of technological devices, the seating arrangement as well as how user interfaces can be designed to guide learners.To investigate these questions a two-fold approach was chosen. First, a framework was developed, which supports the implementation of scripted collaborative learning applications. Second, different prototypes were implemented to explore the research questions. Each prototype is based on at least one collaboration script. The result is a set of studies, which contribute to answering the above-mentioned research questions. With regard to the choice of display environment the studies showed several reasons for integrating personal devices such as laptops. Pure tabletop applications with around-the-table seating arrangements whose benefits for collaboration are widely discussed in the relevant literature revealed severe drawbacks for text-based learning activities. The combination of laptops and an interactive wall display, on the other hand, turned out to be a suitable display environment for collaborative learning in several cases. In addition, the thesis presents several ways of designing the user interface in a way that guides learners through collaboration scripts. ACKNOWLEDGMENTST...

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“…The concept of social capital has recently been adopted within the discipline (Huysman and Wulf 2006;Lesser 2000;Nahapiet and Ghoshal 1998), emphasizing the roles of trust, motivation, and social cohesion within the organization. Clearly, the higher the level of social capital, the more communities are stimulated to connect and share knowledge (Huysman and Wulf 2006).…”

Section: Related Researchmentioning

confidence: 99%

“…The results suggest the adoption of virtual spaces (such as online discussion forums) to help boost confidence and reduce shyness barriers, leading to the initiation of effective online communities. Also, this virtual space can help employees direct themselves to strengthen existing social ties or build up new ones (Huysman and Wulf 2006). A substantial amount of research suggests that the use of the virtual space has the potential to break down some barriers to participation by removing certain psychological elements including shyness encountered by employees when expressing their views in public meetings (Al-Saggaf 2004).…”

Section: Structural Dimensionmentioning

confidence: 99%

Exploring the Influence of Socio-Emotional Factors on Knowledge Management Practices: A Case Study

Vorakulpipat

Rezgui

Information Technology in the Service Economy: Challenges and Possibilities for the 21st Century

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IT to Support Knowledge Sharing in Communities, towards a Social Capital Analysis

Cited by 321 publications

References 70 publications

Knowledge management technology-in-practice: a social constructionist analysis of the introduction and use of knowledge management systems

Knowledge management technology-in-practice: a social constructionist analysis of the introduction and use of knowledge management systems

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Exploring the Influence of Socio-Emotional Factors on Knowledge Management Practices: A Case Study

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