Exploring the Influence of Tertius Iungens Orientation and Course Cohesion on University Students' Knowledge Sharing Intention

• Main Authors: SUN,ZE-JIN, 孫擇進
• Other Authors: Yi-Wen, Liao
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/x3w2q8

碩士 === 正修科技大學 === 資訊管理研究所 === 106 === This generational network is very developed, and the connection between people is more convenient and fast. Therefore, the way to complete the work with the strength of all people has been raised on the Internet. The application of crowdsourcing is quite extensive, but the use of education is quite rare. This study attempts to explore the important factors affecting the willingness of college students to share knowledge in the classroom through the social learning theory "individual-environment-behavior" and "motivation-opportunity-ability". These factors include personal factors such as active personality traits, altruistic personality traits, and helpfulness; learning factors such as motivation, opportunity, and ability; and environmental factors such as learning input, peer interaction, teacher-student relationship quality, and team member exchange relationship. The proposed research model is for a total of 394 students in a class of Kaohsiung City. The results of the analysis show that male students have a higher willingness to share than girls. Compared with the management application group, the management application group personal factors are lower for the classroom cohesiveness than the information application group. Compared with the first grade and the fourth grade, the personal factors of the first and second grades are not established for the leadership group. The third-grade environmental factors disagree with the mass leaders. In the fourth grade, the personal factors are not established for the mass leadership and the classroom cohesion, and the mass leaders are cohesive to the classroom. None of them are true, so the higher the grade, the lower the cohesiveness. This study explores the important factors influencing the willingness to share knowledge in the classroom from the perspective of classroom cohesion in the school learning environment, from individual, learning and environmental factors, and proposes important factors influencing social network tendencies. The research results are provided for reference to the literature on outsourcing and knowledge sharing.