Exploration of factors affecting the use of Web 2.0 for knowledge sharing among healthcare professionals: an Indian perspective
03 May 2021-Journal of Knowledge Management (Emerald Publishing Limited)-Vol. 25, Iss: 3, pp 545-558
TL;DR: Attitude toward KS using Web 2.0 was found to be positively related to self-efficacy and reciprocity, and face and reputation were found to moderate the relationship between attitude and intention to share knowledge while the moderating effect of rewards was finding to be insignificant.
Abstract: This study aims to explore knowledge sharing (KS) attitudes and intention of healthcare professionals in India through the use of information and communication technology platforms such as Web 2.0. The research specifically focuses on individual motivators such as the face, reputation and reciprocity, which, to an extent, are influenced by indigenous culture.,The study uses a cross-sectional survey design to collect data. A sample of 207 was obtained from professionals working in healthcare in India. The data were analyzed using the partial least square-structural equation modeling.,The results confirmed that attitude toward KS leads to the intention to share knowledge. Attitude toward KS using Web 2.0 was found to be positively related to self-efficacy and reciprocity. Furthermore, face and reputation were found to moderate the relationship between attitude and intention to share knowledge while the moderating effect of rewards was found to be insignificant.,This study was limited to healthcare professionals in India. Knowledge workers in other industries can be considered for further studies.,This study provides useful insights into KS practices using Web 2.0 among knowledge workers. Particularly it emphasizes the individual motivators, which can be manipulated by Web 2.0 designers to nurture a positive attitude toward KS and to encourage user’s participation.,The study investigates, using an integrated theoretical framework, how certain factors act as a motivator or a barrier for sharing knowledge using Web 2.0. in the specific cultural context of healthcare professionals in India.
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TL;DR: Wang et al. as mentioned in this paper integrated social exchange theory and commitment-trust theory to establish a theoretical model to fill the gap of little is known about the factors that affect the relationship commitment and continuous knowledge sharing intention among online health communities.
Abstract:
Purpose
Online health communities (OHCs) have become increasingly popular sources of health information in recent years. However, little is known about the factors that affect the relationship commitment and continuous knowledge sharing intention among OHC members. Thus, this study aims to integrate social exchange and commitment-trust theories to establish a theoretical model to fill the gap.
Design/methodology/approach
A research model that integrates social exchange theory and commitment-trust theory is developed. Quantitative data from 519 valid questionnaires are collected via an offline survey. Statistical product and service solutions 20.0 and analysis of a moment structures 20.0 software are used to test the hypotheses.
Findings
Relationship commitment directly influences continuous knowledge sharing intention, partially mediates the relationship between social support and continuous knowledge sharing intention, and fully mediates the relationship between perceived health risks and continuous knowledge sharing intention. Informational and emotional supports are identified as benefit factors that positively affect relationship commitment and perceived health risks are regarded as cost factors that negatively influence relationship commitment. Informational and emotional supports of OHC members produce different effects on relationship commitment when members obtain social support from different sources. Moreover, trust moderates the influences of informational support and perceived health risks on relationship commitment.
Originality/value
The findings provide additional insights that can augment the knowledge management literature by indicating how people are driven to share knowledge continuously in the context of OHCs. This study empirically clarifies the relationships of benefits (i.e. social support) and costs (i.e. perceived health risks) to continuous knowledge sharing intention by demonstrating the significant mediating effect of relationship commitment. In addition, the findings of this study highlight the importance of the social support source in OHCs and provide additional insights into commitment–trust theory by integrating the moderating effect of trust on the relationships between relationship commitment and its antecedents.
33 citations
TL;DR: In this paper, the authors carried out an interpretive case study using a theoretical lens from knowledge creation and use in an information technology context and Islamic sociology to understand how the millennial ulama acquire and use the knowledge.
Abstract: Social media have influenced millennials of ulama or Muslim scholars in fatwa production. They access and use online knowledge to make daily fatwa according to community requests. However, limited is known about how the millennial ulama acquire and use the knowledge. We carried out an interpretive case study using a theoretical lens from knowledge creation and use in an information technology context and Islamic sociology. Data were gathered through in-depth interviews involving 36 millennial ulama as informants. The interviews were used to understand the respondents’ perspectives on knowledge acquisition and use in their daily fatwa making within a provincial level of Indonesia Ulama Council (MUI). The findings show that Indonesia’s millennial ulama have intensively acquired and trusted online Islamic knowledge. Also, they construct and use knowledge from online social network interaction in daily fatwa making. This study has implications for the simplicity of Islamic knowledge acquisition and fatwa making. Online knowledge acquisition might have reduced the roles of traditional Islamic education institutions and muftis. Therefore, further research should examine how new knowledge sources have caused this reduction.
21 citations
TL;DR: Zhang et al. as discussed by the authors proposed that knowledge seeking behaviors lead to knowledge contribution behaviors through online users' social capital which is accumulated as a result of knowledge seeking, and they provided empirical support for the proposed model and the result show that online community users' knowledge seeking behaviours have a positive impact on their social capital, which is further positively related to their knowledge contribution behaviours.
16 citations
TL;DR: In this article, the authors draw upon personality traits and knowledge characteristics theories to develop a theoretical model to empirically examine the effect of individual characteristics and knowledge characteristic on physicians' knowledge sharing behavior.
Abstract: Sharing knowledge of physicians in hospitals is critical and significant in terms of providing better healthcare services. Despite the significance of knowledge sharing in the healthcare setting, very few studies have empirically investigated knowledge sharing drivers among physicians. Particularly, the process of knowledge sharing through the interplay between individual characteristics, knowledge characteristics, and intention in a healthcare setting has received very little empirical support. In this study, the authors draw upon personality traits and knowledge characteristics theories to develop a theoretical model to empirically examine the effect of individual characteristics and knowledge characteristics on physicians' knowledge sharing behavior.,Based on a sample of 215 physicians from 20 hospitals in Jordan, the authors conducted data analysis using the partial least squares statistical technique.,The study revealed that the personality traits (Extraversion, Neuroticism, Agreeableness and Conscientiousness) significantly influence physician intention to share knowledge. Knowledge characteristic (Situatedness) was also found to affect the intention to share knowledge.,Very little is known about the effect of individual characteristics and knowledge characteristics on knowledge sharing behavior among physicians. The study contributes to the related literature by empirically investigating how individual characteristics and knowledge characteristics influence physicians' knowledge sharing behavior. The findings add to the understanding of the role of personality traits and knowledge characteristics in physicians' intention to share knowledge and give important insights for practice and theory.
14 citations
TL;DR: In this paper , the interaction patterns of diverse roles among learners with different co-reflection levels based on 11,912 posts were examined to identify the emergent roles of learners.
Abstract: The interactions among all members of an online learning community significantly impact collaborative reflection (co-reflection). Although the relationship between learners’ roles and co-reflection levels has been explored by previous researchers, it remains unclear when and with whom learners at different co-reflection levels tend to interact. This study adopted multiple methods to examine the interaction patterns of diverse roles among learners with different co-reflection levels based on 11,912 posts. First, the deep learning technique was applied to assess learners’ co-reflection levels. Then, a social network analysis (SNA) was conducted to identify the emergent roles of learners. Furthermore, a lag sequence analysis (LSA) was employed to reveal the interaction patterns of the emergent roles among learners with different co-reflection levels. The results showed that most learners in an online learning community reached an upper-middle co-reflection level while playing an inactive role in the co-reflection process. Moreover, higher-level learners were superior in dialog with various roles and were more involved in self-rethinking during the co-reflection process. In particular, they habitually began communication with peers and then with the teacher. Based on these findings, some implications for facilitating online co-reflection from the perspective of roles is also discussed.
10 citations
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