ArticleResearch and practice in technology enhanced learning2022
The mediating effect of knowledge sharing in the relationship between factors affecting knowledge sharing and reflective thinking: the case of English literature students during the COVID-19 crisis.
Article in Research and practice in technology enhanced learning, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Innovative motivation as a pathway from evidence-based nursing competence and nurse-physician collaboration to knowledge sharing behavior among surgical nurses : A structural equation modeling study based on the COM-B model.International journal of nursing studies advances · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The COVID-19 pandemic has had serious implications on educational systems worldwide and, hence, online courses have been organized. It is expected that the use of online learning in higher education promote knowledge sharing among students and the sharing of knowledge result in the improvement of reflective thinking among them. As such, we examined the knowledge sharing behavior among the undergraduate students in online learning English literature courses, the student' perceptions towards reflective thinking, the relationship between the students' knowledge sharing and reflective thinking, and finally, we tested a structural model of factors affecting knowledge sharing components, knowledge sharing, and reflective thinking. The data were collected through two surveys of 104 Iranian English literature students. A Pearson's correlation coefficient and path analysis were used to analyze the data and to generate a model. The results showed that the students' online knowledge sharing behavior and their perceptions towards reflective thinking are at unacceptable levels. Furthermore, a significant relationship was found between factors affecting knowledge sharing with the students' knowledge sharing behavior, and between knowledge sharing and reflective thinking. The results also confirmed the mediator role of knowledge sharing and supported the hypothesized model of the relationships among the variables. Pedagogical implications of the study are finally discussed.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.