Perceptions and Knowledge-Sharing Behavior of Pre-University Students

Abstract

Knowledge sharing is an essential element of a collaborative learning process. The purpose of this study was to investigate students' knowledge-sharing behavior with their classmates, frequency and type of knowledge shared, preferred communication channels, and the factors likely to motivate or inhibit knowledge sharing. A pre-tested questionnaire was used for data collection and 220 higher secondary students (equivalent to “A” levels) from India participated in this study. Descriptive statistics were used to describe the sample and the distribution of responses. It was found that the top three sources for seeking study-related information were the internet, teachers, and classmates. The primary motives of sharing knowledge were to improve understanding of concepts discussed in the class and to build good relationship with classmates. For group assignments, more knowledge sharing occurred within the group members than with other groups. The major barriers to knowledge sharing were the lack of time, lack of a sharing culture, and inadequate depth in relationships. Only a limited number of studies have investigated knowledge-sharing practices of students, mainly focusing on university students. It is important to understand the perceptions and knowledge-sharing attitude of pre-university students, as they are likely to develop such behavior even before entering institutions of higher learning. The findings of this study will be useful to teachers, curriculum designers, and education planners to consider appropriate measures for integrating knowledge-sharing activities in the pedagogy.

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