Exploring antecedent factors toward knowledge sharing intention in E-learning

Abstract

This study explained factors in terms of intention to sharing knowledge among students in e-learning contexts. For this purpose, we adopt social cognitive theory (knowledge self-efficacy), social exchange theory (trust, perceived status), activity theory (learning outcomes), Technology Acceptance Model (perceived usefulness), and additional construct (knowledge power) to understand antecedent factor affecting knowledge sharing intention in e-learning. A survey from 152 respondents and data analyzed data using SmartPLS 3.0 showed that learning outcomes, knowledge self-efficacy and trust has a positive impact on knowledge sharing among students. In contrast, knowledge power, perceived usefulness and perceived status has a negative impact on student intention to sharing knowledge sharing in e-learning.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 10 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.