An Analysis of Correlations among Social Network, Knowledge Sharing, and Engagement in a Networked Learning Community

• Main Authors: Wen-Tsung Chang, 張文聰
• Other Authors: Chen-Chung Liu
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/3bavab

碩士 === 國立中央大學 === 網路學習科技研究所 === 105 === This study aimed to obtain a better understanding about the correlations among knowledge sharing, social network and engagement. To achieve this goal, this study examined how students interacted with each other and how they perceived the experience in a networked learning community mediated by an App. Participants of this study were fourth grade stduents of two different classes (class A and class B) from an elementary school in Taiwan. The two classes participated in a networked learning community for 21 and 22 weeks, respectively, to create digital stories. Data including students’ knowledge sharing perception, flow, motivations, and achievements were collected during and after activity. Interviews of each student were also included. The results of this study found positive correlations between knowledge sharing and engagement in both of the two classes. More specifictly, knowledge sharing was positively correlated with flow and motivations in both classes. However, the correlation between knowledge sharing and social network was not consistent between the two classes. In class A, personal outcome expectations of knowledge sharing was positively correlated with the in-degree of students’ invitation social network. However, in class B, the out-degree of the invitation social network was negatively correlated with the identification-based trust, and the out-degree of the collaboration social network was negatively correlated with personal outcome expectations and knowledge sharing self-efficacy. Furthermore, the correlations between social network and engagement were also not consistent between Class A and B. While a negative correlation between invitation in-degree and motivations was found in Class A, a positive correlation between invitation out-degree and flow was identified in class B. The teachers’ report of the two classes also showed the sifgificant difference in learning discipline in the two classes which might lead to the inconsistent correlation between knowledge sharing, social network, and engagement. Future research is necessary to investigate how the learning discipline of classes may impact social interaction in networked learning communities.