Sanal Uygulama Topluluğu Üyelerinin Bilgi Paylaşma Davranışlarının İncelenmesi

Abstract

ABSTRACT. Knowledge sharing is seen as one of the most vital processes for knowledge management and virtual communities of practice (VCoPs). In this study, knowledge sharing behaviors between members of VCoPs and opinions about their community were investigated. We employed a qualitative research design. Data were gathered on the members through online observation of the messages in the VCoPs. Additional data were collected via semi-structured individual interviews. The results of the survey showed that the majority of the activity was Sharing Knowledge, followed by Talk/Conversation and Request. The most common type of knowledge shared was Sharing Resource. Results also showed that there was a significant difference between gender, time to become a member, means of communication used, types of knowledge and activities. Our results showed that people are more likely to participate in such communities because of "tangible returns". The findings revealed that sharer members appear to be main motivator. On the other hand, disrupted issues were seen a major barrier. Key Words: Lifelong learning, informal learning, communities of practice, knowledge sharing behaviour SUMMARY Purpose and Significance: The continuum of lifelong learning brings informal learning more fully into the picture. Although informal learning is the oldest form of learning and provides an enormous learning reservoir, it is likely to be missed out of the learning environments. Learning systems must adapt to the changing ways in which people live and learn their lives. Today, a noticeable shift towards more integrated virtual communities that combine universal and continuing access to learning for gaining and renewing the skills needed for sustained participation in the knowledge-based economy which takes advantages of the opportunities offered by ICT is taking place. While knowledge sharing has been seen to be as one of the vital processes for putting lifelong learning into the practice, little research has been done for effective knowledge sharing in VCoPs. This research is an attempt to investigate factors influencing knowledge sharing behaviours between members of VCoPs in Turkey. Methods:In this study, we employed a qualitative research design. The data were gathered on the members through online observation of the messages. A total of 2171 messages were collected. Besides that, semistructured interviews were used to gather data on the members' reasons to join the community, motivators and barriers. We interviewed 19 members with different occupations. The data were analyzed using content analysis.

Teachers’ Professional Development: The Case of WhatsApp

“…Some studies in the literature also support these results. Alakurt and Keser (2014) state that information sharing is made and that different opinions are discussed in virtual communities of practice among teachers. In his study, Rutherford (2010) expresses that social media offers teachers an encouraging, participatory, practical, collaborative and dynamic environment and helps teachers' professional development in the fields such as pedagogical content knowledge and field knowledge.…”

“…There are pieces of evidence regarding the fact that there are relationships between teacher learning and practice and participation in different online communities of practice (e.g., Alakurt & Keser, 2014;Wesley, 2013;Marcia & Garcia, 2016;Cranafield & Yoong, 2009). In this respect, to reveal what kind of contributions teachers make to each other's professional development through online communities of practice may provide some inferences in terms of practice.…”

Sanal Öğrenme Topluluğundaki̇ Öğrenci̇leri̇n Bi̇lgi̇ Paylaşma Davranişlarina Etki̇ Eden Faktörleri̇n İncelenmesi̇

“…The data were collected via knowledge sharing behaviors scale developed by Alakurt (2013), and through the personal information form developed by the researcher.…”

“…Alakurt (2013) araştırmasında toplulukta bilgi arama sıklığına göre bilgi paylaşma davranış eğilimlerinin anlamlı farklılık göstermediği sonucuna ulaşmıştır. Toplulukta bilgi arama sıklığı açısından araştırma sonuçları arasındaki bu farklılaşmanın topluluk yapısı ile ilgili olduğu düşünülmektedir.…”

“…Bilgi paylaşma davranışının başlıca dinamik olduğu bu topluluklarda, öğrencilerin bilgi paylaşma niyet, istek ve sıklıklarının düşük olması bu süreçte karşılaşılan sorunların başında gelmektedir (Alakurt, 2013;Alakurt ve Keser, 2014;Hsu, Ju, Yen ve Chang, 2007;Knowles ve Kerkman, 2007). Bu nedenle öğrencilerin bilgi paylaşma davranışlarına etki eden faktörlerin belirlenerek, bu faktörlere yönelik düzenlemelerin yapılması gerekir (Alakurt ve Keser, 2014).…”