[1]翟雪松,束永红.在线学习社区中的知识隐藏行为及影响机制研究——基于专业承诺和变革型指导风格的视角分析[J].远程教育杂志,2019,(05):085-94.[doi:10.15881/j.cnki.cn33-1304/g4.2019.05.010]
 Zhai Xuesong,Shu Yonghong.Investigating the Driving Mechanism of Knowledge Hiding Behavior in Online Learning Community:A Perspective from Professional Commitment and Transformative Leadership[J].Distance Education Journal,2019,(05):085-94.[doi:10.15881/j.cnki.cn33-1304/g4.2019.05.010]
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在线学习社区中的知识隐藏行为及影响机制研究——基于专业承诺和变革型指导风格的视角分析()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2019年05期
页码:
085-94
栏目:
学习新论
出版日期:
2019-10-01

文章信息/Info

Title:
Investigating the Driving Mechanism of Knowledge Hiding Behavior in Online Learning Community:A Perspective from Professional Commitment and Transformative Leadership
作者:
翟雪松; 束永红
1.北京师范大学 教育技术学院,北京 100875; 2.安徽建筑大学 安徽省智能建筑实验室, 合肥 230022
Author(s):
Zhai Xuesong; Shu Yonghong
1.Education faculty, Beijing Normal University, Beijing 100875 2.The Intelligent building Lab, Anhui Jianzhu University, Anhui Hefei 230022
关键词:
知识隐藏专业承诺变革型指导在线学习
Keywords:
Knowledge Hiding Professional Commitment Transformative Instruction Online Learning
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2019.05.010
文献标志码:
A
摘要:
在线学习社区的重要特征是信息交互,在线学习社区的共建不仅需要资源开发与开放,更需要社区成员间畅通的知识分享。现有的研究主要聚焦在在线学习社区里的知识分享行为、模式及影响因素,然而阻断知识寻求与分享通道的知识隐藏行为却极少受到关注。知识隐藏不仅会阻碍知识传播,还会破坏线上学习环境的融洽度,甚至会损害学习者的创造力。相比于线下学习环境,学习者在线上学习社区中的知识隐藏行为和心理更为复杂,丰富的媒体内容和远程学习中的扁平化传播形式等反而有可能成为知识隐藏的“帮凶”。线上学习社区的知识隐藏行为有哪些呈现形式?其成因又有哪些?为此,基于班杜拉社会学习理论和康奈利的知识隐藏模型,通过探索性因子分析方法分析了224名高校研究生在线学习社区知识隐藏行为问卷后发现:线上学习社区存在三种知识隐藏基本模式:伪装型隐藏(Playing Dumb), 含糊型隐藏(Evasive Hiding)和理性型隐藏(Rationalized Hiding),再通过构建结构方程模型探索了学习者专业承诺及导师变革型指导风格对于知识隐藏的负相关关系。研究结论不仅在扩展了在线学习社区建设的相关理论,同时为建设分享型线上学习环境提供了相关实践启示。
Abstract:
The online learning community, featuring information interaction, warrant the?reciprocity of?knowledge sharing by online learners except of the development and proliferation of online resources. A large number of existing studies have analyzed the knowledge sharing behaviors, patterns and influencing factors in online learning community, while learners’ knowledge hiding behaviors impeding knowledge inquiry and response are rarely noticed. Knowledge hiding problem in many situations would result in the obstruction of learning environments and even learners’ creation. In addition, compared with physical learning environment, learners’ behavior and psychology of knowledge hiding in online learning context are more complex. The forms of flattening communication in distance learning may become “accomplices” of knowledge hiders. Based on Bandura’s theory of social learning and Connelly’s knowledge hiding model, the current study collected online learning knowledge hiding questionnaire from 224 postgraduates. Exploratory factor analysis verified the three dimensions of knowledge hiding behavior in online learning settings which are playing dumb, evasive hiding and rationalized hiding. Structural?Equation?Model was employed to certify the negative relationship between learners’ professional commitment, transformational instruction and knowledge hiding behavior, which enlighten the the extension of online learning community theoretically, and provide constructive implications for the sharing online-learning environments.

备注/Memo

备注/Memo:
基金项目:本文系2018教育部产学合作新工科项目“基于眼球随动技术的智慧学习大数据分析研究”(项目编号:201801065004)。2018中国博士后科学基金面上项目“基于生理反馈信号的线上学习行为的情感计算与分析研究”(项目编号:2018M630092)研究成果。
更新日期/Last Update: 1900-01-01