Knowledge sharing is an important mechanism for strengthening student learning (Petrides & Nodine, 2003), which pertains to the activities or behaviors involving the spread of knowledge between individuals (Jalal, Toulson, & Tweed, 2010) and the willingness of those individuals to share their knowledge with each other (Gibbert & Krause, 2002). Scholars have previously studied knowledge sharing behaviors in corporate environments (Hendriks, 1999; Nelson & Cooprider, 1996; Wasko & Faraj, 2005); however, few studies have focused on hybrid learning environments in higher education. This qualitative research study explored the perceptions of knowledge sharing among graduate students within hybrid learning environments.
Eleven doctoral and master’s degree students participated in this phenomenological investigation providing authentic descriptions of their lived experiences. The study results included eight themes that emerged from the key findings: (a) Knowledge is Shared Learning; (b) Preferred Conditions Best Facilitate Knowledge Sharing; (c) The Concept of Reciprocal Learning Motivates Knowledge Sharing; (d) Perceptions of Others Is a Barrier to Knowledge Sharing; (e) Knowledge Sharing Occurs Both Virtually and Face-to-Face; (f) Knowledge Sharing Allows for Learning from Others’ Experiences; (g) Knowledge Sharing Benefits Overall Student Learning Experiences; and (h) Hybrid Learning Environments Support Knowledge Sharing. The potential implications for policy and practice are discussed along with possible recommendations for future research.
|Advisor:||Patterson, Michael L.|
|Commitee:||Allen, Mark, Barner, Robert|
|School Location:||United States -- California|
|Source:||DAI-A 78/07(E), Dissertation Abstracts International|
|Keywords:||Graduate students, Hybrid learning, Knowledge sharing, Pepperdine University|
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