ArticleFrontiers in psychology2021
Evaluating Factors Influencing Knowledge-Sharing Behavior of Students in Online Problem-Based Learning.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Moderating effects of media literacy and flow on the association between web-based learning environment and knowledge sharing among medical students: a cross-sectional study.Frontiers in psychology · 2026Article
- Influence of study climate and trust on knowledge sharing and knowledge hiding among Chinese medical students.BMC medical education · 2024Article
- Enhancing students' online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies.Education and information technologies · 2023Article
- The Relationship Between Parental Satisfaction and Parental Loyalty in Kindergartens: The Mediating Role of Parental Trust and Parental Relationship Commitment.Frontiers in psychology · 2022Article
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Authors and funding
2 authors.
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Abstract
Adopting online problem-based learning (OPBL) to internship educational programs is an effective teaching method to stimulate self-directed and collaborative learning and knowledge-sharing behavior (KSB) of students. However, the OPBL collaboration experience is different from the traditional lecture-based learning experience for students. Integrating social identity theory and commitment-trust theory develops a formative research model that explains the KSB of students when using social media tools for the OPBL process. This process encourages social interaction and communication of students, in turn, facilitating the integration of collective intelligence or the creation, sharing, and exchange of knowledge. Data collected from 425 nursing students who studied at seven nursing colleges or medical universities in Taiwan were analyzed using the partial least squares (PLSs) technique. The results indicate that social identification is a crucial antecedent of KSB. Relationship quality plays a vital role in shaping the effects of interpersonal trust and relationship commitment (RC) on KSB during internship periods. The findings can contribute to theoretical discussions and enhance the effectiveness of KSB in the literature of internship and non-internship in the higher education field.
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