Knowledge Sharing Motivations, Perceived Enjoyment, and Anchoring Effects on Perceived Usefulness of Asynchronous Online Discussions

被引:0
|
作者
Alrushiedat, Nimer [1 ]
Olfman, Lorne [2 ]
Kung, Mabel [1 ]
van der Pol, Jakko [3 ]
机构
[1] Calif State Univ Fullerton, Fullerton, CA 92634 USA
[2] Claremont Grad Univ, Claremont, CA USA
[3] Open Univ Catalonia, Barcelona, Spain
来源
AMCIS 2010 PROCEEDINGS | 2010年
关键词
Anchored online discussions; knowledge sharing motivation; constructivism; technology acceptance; exam performance; collaboration; TECHNOLOGY ACCEPTANCE; ROLES;
D O I
暂无
中图分类号
TP [自动化技术、计算机技术];
学科分类号
0812 ;
摘要
In this document we examine the effects of knowledge sharing motivations in terms of reputation and expected relationships, perceived enjoyment, and anchoring on perceived usefulness of asynchronous online discussions. Our main aim for conducting this study is to develop a deeper understanding of the dynamics of students' interactions in online discussions. This study provides added insights to help explain students' motivations for their participation in the online discussions. A more effective implementation and use of asynchronous online discussions can aid our efforts towards making improvements in a problematic process related to students' poor performance. In previous years, students exhibited low interest, effort, enthusiasm, and engagement, which contributed to their poor performance in a business statistics course. We employed asynchronous online discussions to increase the interaction and engagement of the student. We also examined the effect of anchoring in the online discussion on students' exam performance. We propose two research models that help explain the dynamics and effects on perceived usefulness and exam performance. We found sufficient evidence to support the research hypotheses.
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页数:10
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