Social Dilemma in Knowledge Communication via Shared Databases

Creß, Ulrike; Barquero, Beatriz; Buder, Jürgen; Hesse, Friedrich W.

doi:10.1007/0-387-24319-4_7

Cited by 19 publications

(11 citation statements)

References 35 publications

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“…Third, there is wide variation in the meaning of words like ‘online’ and ‘CSCL’. In some studies, small online groups are those who meet partially online and partially face‐to‐face (Cho, Gay, Davidson, & Ingraffea, ; Cress, Barquero, Buder, & Hesse, ; Johnson, Suriya, Yoon, Berrett, & Jason, ; Michinov & Michinov, , ; Michinov, Michinov, & Toczek‐Capelle, ) and in other studies the small groups may actually be composed of geographically distributed subgroups (Cadima, Ferreira, Monguet, & Ojeda, ). Only a few studies look explicitly at the completely online case (Goggins et al, ).…”

Section: Discussionmentioning

confidence: 99%

Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study

Goggins

Galyen

Petakovic

et al. 2016

Computer Assisted Learning

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This exploratory study focuses on the design and evaluation of teaching analytics that relate social learning structure with performance measures in a massive open online course (MOOC) prototype environment. Using reflexive analysis of online learning trace data and qualitative performance measures we present an exploratory empirical study that: (a) rigorously evaluates a novel, multi‐dimensional performance construct; (b) describes differences in small group dynamics and structure; and (c) draws a connection between learning performance and group structure. Performance is operationalized using a combination of knowledge construction measurement from discussion boards, rigorous analysis of student work products and several indicators of small group identity in the course examined. Interview and observational data are used to develop an approach for deriving and validating a model of the social structure of students in the course using traces of interaction data. The connection between performance and structure is developed at the small group unit of analysis. Implications for MOOC design, scaling MOOC analytics and a vision for developing social sensors in MOOC environments are presented in the discussion and conclusion.

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Section: Discussionmentioning

confidence: 99%

Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study

Goggins

Galyen

Petakovic

et al. 2016

Computer Assisted Learning

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“…So, the participants believed they were part of a real team, but in fact each person worked independent of the others. (The task is described in detail in Cress et al (2005); the pay-off function is described in Cress et al (2003). )…”

Section: Methodsmentioning

confidence: 99%

Ambivalent effect of member portraits in virtual groups

Cress

2005

Computer Assisted Learning

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Knowledge exchange with shared databases can be seen as a public-goods dilemma. People are reluctant to contribute information because they save time, effort and perhaps social power if they withhold their knowledge and socially loaf. But if all people choose this individually efficient strategy, then no information exchange can take place, and the group is less effective than it would have been if all members contributed. Thus, in the knowledgeexchange situation, group norms and individual norms oppose each other. In order to strengthen people's orientation towards the group, virtual collaborative tools sometimes provide member portraits. But based on the Social Identity Model of Deindividuation Effect (SIDE)-Model, ambivalent effects of these member portraits are expected according to people's social categorization: when people identify more strongly with the group, such portraits enhance participation, whereas when people have a stronger individual identity, they undermine participation. This study links the concepts of social value orientation to identity salience. The assumption is that in the information-exchange dilemma, the social value orientation of a group member will determine whether group identity or individual identity becomes salient for that group member. We then extend the SIDE-model to the domain of social loafing and expect that portraits of the group members will have different effects for people with individual orientation and for people with prosocial orientation. An experiment confirmed this expectation and revealed a significant interaction between social value orientation and portraits. Especially striking is the result that for prosocials the provision of member portraits leads to an increase in social loafing. This is analogous to the predictions of the SIDE-model.

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“…Moreover, when knowledge sharing is rewarded, externally regulated people are likely to share “pseudo‐knowledge”: knowledge that is not useful to their colleagues. This may be an attempt to get the reward without “losing” the benefits of holding unique knowledge (Cress, Barquero, Buder, & Hesse, ). Cockrell and Stone () examined the extent to which accountants in finance, insurance, and real‐estate industries (considered to emphasize and value financial goals and to pay for performance) shared pseudo‐knowledge compared with accountants working in higher education (considered to emphasize and value service and to pay based on market value).…”

Section: Introductionmentioning

confidence: 99%

Different motivations for knowledge sharing and hiding: The role of motivating work design

et al. 2019

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Summary Little research to date has focused on understanding employee motivation to share and hide knowledge. Using self‐determination theory, we tested the premise that knowledge sharing and hiding might be differentially motivated and that work design characteristics might influence the motivation to share knowledge with colleagues. In a panel survey of Australian knowledge workers and in a Chinese knowledge‐intensive organization, we asked knowledge workers, using time‐lagged designs, about perceptions of work design, motivation to share knowledge, and self‐reported knowledge sharing and hiding behaviors. Results, largely replicated across both samples, indicated that cognitive job demands and job autonomy were positively related to future reports of knowledge‐sharing frequency and usefulness via autonomous motivation to share knowledge. Unexpectedly, task interdependence was positively related to the three forms of knowledge hiding (evasive and rationalized hiding, and playing dumb) via external regulation to share knowledge. Implications for the design of jobs that motivate knowledge sharing and demotivate knowledge hiding are discussed.

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Social Dilemma in Knowledge Communication via Shared Databases

Cited by 19 publications

References 35 publications

Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study

Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study

Ambivalent effect of member portraits in virtual groups

Different motivations for knowledge sharing and hiding: The role of motivating work design

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