Knowledge sharing and creation in a teachers’ professional virtual community

Lin, Fu‐ren; Lin, Sheng-cheng; Huang, Tzu-Ping

doi:10.1016/j.compedu.2006.07.009

Cited by 109 publications

(53 citation statements)

References 16 publications

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“…Bumpy moments may cause "discontinuity of knowledge flows" between the modes. This phenomenon refers to the fact that knowledge conversion within one mode should flow on to the other modes and contribute to further knowledge conversion (Lin, Lin & Huang, 2008). The category bumpy moments captures some circumstances in knowledge sharing that may bring about discontinuity of knowledge flow.…”

Section: Bumpy Moments In Knowledge Sharingmentioning

confidence: 99%

“…This ontological dimension of knowledge creation refers to the extent to which there is social interaction between individuals who share and develop knowledge (Nonaka, 2007). Nonaka and Takeuchi's (1995) model of knowledge conversion and Lin et al's (2008) adaptations of this model. The model has four modes of "knowledge conversion", referring to the assumption that human knowledge is created and expanded through conversion between tacit knowledge and explicit knowledge (ibid).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Knowledge Sharing in Schools: A Key to Developing Professional Learning Communities

Rismark¹,

Sølvberg²

2011

WJE

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The purpose of this text is to explore how schools can become professional learning communities, involving teachers who continuously engage in building and sharing knowledge. We use theory and a model of knowledge conversion from the field of organizational learning to explore knowledge sharing within schools. The presented findings are based on a research project in a Norwegian secondary school. The data analysis discusses two circumstances of knowledge sharing, captured in the categories creation moments and bumpy moments. While knowledge sharing activities at team levels led to knowledge creation moments, whole staff assemblies proved to be challenging meeting places and bumpy moments occurred. We suggest that knowledge sharing as a key to developing professional learning communities needs to be organizationally supported.

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Section: Bumpy Moments In Knowledge Sharingmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Knowledge Sharing in Schools: A Key to Developing Professional Learning Communities

Rismark¹,

Sølvberg²

2011

WJE

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“…This research gives a clear explanation to distinguish between VCs and VCops; it also provides some empirical insights into the application of the concept of VCops (Lin et al, 2008, Dube et al, 2006, Llum et al, 2010. VCs are social aggregations that come from the internet, in which people can interact and exchange information.…”

Section: Building Trustmentioning

confidence: 99%

A Generic Model of Ontology to Visualize Information Science Domain (OIS)

Sawsaa

2017

Ontologies and Big Data Considerations for Effective Intelligence

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A Generic Model of Ontology to Visualize Information Science Domain(OIS)Original Citation Sawsaa, Ahlam (2013) A Generic Model of Ontology to Visualize Information Science Domain(OIS). Doctoral thesis, University of Huddersfield.This version is available at http://eprints.hud.ac.uk/id/eprint/17545/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or notforprofit purposes without prior permission or charge, provided:• The authors, title and full bibliographic details is credited in any copy;• A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way.For more information, including our policy and submission procedure, please contact the Repository A great thanks also to all who gave me a helping hand to reach the end of my journey. V AbstractOntology has been a subject of many studies carried out in artificial intelligence ( While the bottom-up method starts with description of the domain to gain a hierarchal taxonomy.-Designing Ontocop system a novel method presented to support the developing process as specific virtual community of IS. The Ontocop consists of a number of experts in the subject area around the world. Their feedback and assessment improve the ontology development during the creating process.The findings of the research revealed that overall feedback from the IS community has been positive and that the model met the ontology quality criteria. It was appropriate to provide consistency and clear understanding of the subject area. OIS ontology unifies information science, which is composed of library science, computer science and archival science, by creating the theoretical base useful for further practical systems. Developing ontology of information science (OIS) is not an easy task, due to the complex nature of the field. It needs to be integrated with other ontologies such as social science, cognitive science, philosophy, law management and mathematics, to provide a basic knowledge for the semantic web and also to leverage information retrieval.

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“…The vast majority of that research has focused on organizational contexts and sharing between employees (Kankanhalli, Tan, & Wei., 2005; C. P. Yu & Chu, 2007) or in online communities (Lin & Huang, 2013;Lin, Lin, & Huang, 2008). Knowledge sharing is an explicit goal and encouraged in such contexts, as it has substantive benefits for the organization.…”

Section: Literature Review Knowledge Sharing Social Network Technolmentioning

confidence: 99%

Going Behind the Scenes at Teacher Colleges: Online Student Knowledge Sharing through Social Network Technologies

Bar-Tal

Asterhan

2017

IJELL

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Aim/PurposeThe present study aims to describe existing peer-to-peer, social network-based sharing practices among adult students in teacher colleges. Background Ubiquitous social network sites open up a wide array of possibilities for peerto-peer information and knowledge sharing. College instructors are often unaware of such practices that happen behind the scenes. Methodology An interpretative, qualitative research methodology was used. Thirty-seven Israeli students at a teacher college in Israel participated in either focus group discussions of (N = 29) or in-depth interviews (N = 8). ContributionWhereas knowledge sharing has been a main focus of research in organizational and information sciences, its relevance to educational settings has thus far been underscored. Recent research shows that peer-to-peer knowledge sharing is widespread among teenage students. The current study extends that work to an adult student population. FindingsThe findings show that knowledge sharing of this type is a common and even central feature of students' college life and study behavior. It takes place through a variety of small and larger social network-based peer groups of different formations, including mostly college students but at time also practicing, experienced teachers. Sharing groups are formed on the spot for short term purposes or are stable, continuous over longer time periods. The contents shared are predominantly lesson summaries, material for exams, reading summaries, and lesson plans. They are used immediately or stored for future use, asOnline Knowledge Sharing in Teacher Colleges 168 students have access to vast data bases of stored materials that have been compiled throughout the years by students of previous cohorts. Teacher students mentioned a range of reasons for sharing, and overall regard it very positive. However, some downsides were also acknowledged (i.e., superficial learning, exclusion, attentional overload, and interruptions). Recommendations for PractitionersCollege faculty and teaching staff should be cognizant and informed about these widespread peer-based knowledge sharing practices and consider whether perhaps changes in teaching formats and task assignments are required as a result. Future ResearchFuture research should extend this work to other higher education settings, cultures and countries, and should map the perceptions of higher education teaching staff about peer-to-peer, online knowledge sharing.

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Knowledge sharing and creation in a teachers’ professional virtual community

Cited by 109 publications

References 16 publications

Knowledge Sharing in Schools: A Key to Developing Professional Learning Communities

Knowledge Sharing in Schools: A Key to Developing Professional Learning Communities

A Generic Model of Ontology to Visualize Information Science Domain (OIS)

Going Behind the Scenes at Teacher Colleges: Online Student Knowledge Sharing through Social Network Technologies

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