How to structure a knowledge-sharing process based on different configurations of time and space dimensions:
:a digital literacy perspective
DOI:
https://doi.org/10.25112/rco.v2.2990Keywords:
Digital literacy, knowledge sharing, learning, teaching, higher educationAbstract
The availability and progress of information and communication technologies opened new possibilities for learning processes. Even though there are recent studies about the use of technologies in learning processes, a more systematic and deep debate about the forms of knowledge sharing in teaching processes and how technologies can be used in different educational contexts is still necessary. This paper investigates forms of knowledge sharing used in an education setting and introduces a method to the analysis of the knowledge sharing process based on four possible configurations of knowledge sharing (same-time same-place, same-time different-place, different-time same-place, different-time different-place) under the perspective of digital literacy. As the study object, teachers of an engineering course were interviewed with respect to the pedagogical practices adopted in the context of the Covid-19 Pandemic and the feasibility of continuing some of them after this period. The coding of these experiences and the reflection on them permitted the introduction of a framework for the structuration of knowledge-sharing practices in educational environments that employ different configurations of space-time in the educational process, under the conceptual lenses of digital literacy. This method seems to be a feasible tool for analysis of different situations where there are different practices of knowledge sharing.
References
AL-ARAIBI, A., MOSA, A. et al. A model for technological aspect of e-learning readiness in higher education. Education and Information Technologies, v. 24, n. 2, p. 1395-1431, 2019.
AL-ARAIBI, M., A., NAZ’RI BIN MAHRIN, M., YUSOFF, R., CHE, M. Technological aspect factors of E-learning readiness in higher education institutions: Delphi technique. Education and Information Technologies, v. 24, n.1, p. 567-590, 2019.
AL-EMRAN, M., TEO, T. Do knowledge acquisition and knowledge sharing really affect e-learning adoption? An empirical study. Education and Information Technologies, p.1-16, 2019.
AL-FRAIHAT, D., JOY, M., MASA’DEH, R., SINCLAIR, J. Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, v.102, p.67–86, 2020.
ALMAIAH, M., A., AL-KHASAWNEH, A., ALTHUNIBAT, A. Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 Pandemic. Education and Information Technologies, p.1, 2020.
BARTUSKOVA, A., KREJCAR, O. Knowledge Management and Sharing in E-Learning. In: Proceedings of the International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management, v.3, p.179-185, 2014.
BATAINEH, K. B. et al. A Silver Lining of Coronavirus: Jordanian Universities Turn to Distance Education. International Journal of Information and Communication Technology Education (IJICTE), v. 17, n.2, p.1-11, 2020.
BLAU, I., SHAMIR-INBAL, T., AVDIEL, O. How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation and perceived learning of students? Internet and Higher Education, v.45, p.100722, 2020.
CHEDID, M. et al. Knowledge-sharing and collaborative behaviour: An empirical study on a Portuguese higher education institution. Journal of Information Science, v.46, n.5, p.630-647, 2020.
DUNN, T. J., KENNEDY, M. Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers & Education, v.137, p.104-113, 2019.
DUVALL, M., MATRANGA, A., SILVERMAN, J. Designing for and facilitating knowledge-building discourse in online courses. Information and Learning Science, v.121, n.7/8. p.487-501, 2020.
ELLIS, C. A., GIBBS, S. J., REIN, G. Groupware: some issues and experiences. Communications of the ACM, v.34, n.1, p.39-58, 1991.
ELLESTRÕM, L. Material and mental representation: Pierce adapted to the study of media and arts”, American Journal of Semiotics, v.30, n.(1-2), p.83-138, 2014.
GRUDIN, Jonathan. Computer-supported cooperative work: History and focus. Computer, v. 27, n.5, p.19-26, 1994.
GENES, Felipe et al. Como pesquisam os mestrandos? Uma reflexão sobre os métodos científicos utilizados na pesquisa em administração de empresas. Revista de Administração do Unisal, v.7, n.11, 2017.
GRODAL, S., ANTEBY, M., HOLM, A. L. (2021). “Achieving rigor in qualitative analysis: the role of active categorization in theory building”, Academy of Management Review, Vo. 46, No.3, pp.591-61
GUZMÁN-SIMÓN, F., GARCIA-JIMÉNEZ, E., LÓPEZ-COBO, I. Undergraduate students´perspetives on digital competence and academic literacy in a Spanish University. Computers in Human Behavior, v.74, p.196-204, 2017.
HEBEBCI, M. T., BERTIZ, Y., ALAN, S. Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), v.4, n.4, p.267-282, 2020.
KHOSRAVI, A., AHMAD, M. N. Examining antecedents of knowledge-sharing factors on research supervision: An empirical study. Education and Information Technologies, v.21, n. 4, p.783-813, 2016.
LINNEBERG, M. S., KORSGAARD, S. Coding qualitative data: a synthesis guiding the novice. Qualitative Research Journal, v.19, n.3, p.259-270, 2019.
LO, M. F., TIAN, F. (2020). How academic leaders facilitate knowledge sharing: a case of universities in Hong Kong. Leadership & Organization Development Journal, v.41, n.6, p.777–798, 2020.
LOPES, S. M., BEATO, I., PIMENTEL, L., MAURÍCIO, C. S. The adaptation to distance learning contexts by senior students of a Portuguese higher education institution, in a pandemic environment. Revista Conhecimento Online, v.1, p.193-215, 2021.
LUO, C. et al. The effect of commitment on knowledge sharing: An empirical study of virtual communities. Technological Forecasting and Social Change, p. 120438, 2020.
MASON, G. S., SHUMAN, T. R., COOK, K. E. Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE transactions on education, v. 56, n. 4, p. 430-435, 2013.
MERIEM, Bouyzem et al. Exploratory analysis of factors influencing e-learning adoption by higher education teachers. Education and Information Technologies, p.1-23, 2019.
MISHRA, L., GUPTA, T., SHREE, A., Online teaching-learning in higher education during lockdown period of Covid-19 Pandemic. International Journal of Educational Research Open, p. 100012, 2020.
NERONI, J. et al. Learning strategies and academic performance in distance education. Learning and Individual Differences, v.73, p.1-7, 2019.
PRIOR, D. D., MAZANOV, J., MEACHEAM, D., HEASLIP, G., HANSON, J. Attitude digital literacy and self efficacy: Flow-on effects for online learning behavior. Internet and Higher Education, 29, p.91-97, 2016.
QUER, J. “On Categorizing Types of Role in Sign Languages.” Theoretical Linguistics v.44, n.3-4, p.277-282, 2018.
RAES, A., DEPAEPE, F. A longitudinal study to understand students’ acceptance of technological reform. When experiences exceed expectations. Education and Information Technologies, v. 25, n. 1, p. 533-552, 2020.
RAO, V. C. S. Blended Learning: A new hybrid teaching methodology. Journal of Research and Professionals of English Language Teaching, v.13, n.13, 2019.
RIEMER, K. JOHNSTONR, R. Clarifying ontological inseparability with Heidegger’s analysis of equipment. MIS – Quarterly, v.41, n.4, p.1059-1081, 2017.
RODRIGUEZ, J. M. R., AZNAR-DIAZ, I. TORRES, J. M. T., MORENO-GUERRERO, A. J. Best practices in the use of mobile learning by university teachers of didactics language-literature. Revista Conhecimento Online, v.3, p.6-25, 2021.
ROHMAN, Abdul et al. Individual and organizational factors’ effect on knowledge sharing behavior. Entrepreneurship and Sustainability Issues, v. 8, n. 1, p. 38, 2020.
SHERPHERD, D. A., SUDDABY, R. Theory building: a review and integration. Journal of Management, v.43, n.1, p.59-86, 2017.
SILVA, S. E., REIS, L. P., FERNANDES, J, M. PEREIRA, A. D. S. A multi-layer framework for semantic modeling. Journal of Documentation, v.76, n.2, p.502-530, 2019.
SILVA, F. T. M. et al. Adaptations and repercussions in the experiences in a hybrid education university during the Sars-CoV-2 pandemic. Revista Brasileira de Educação Médica, v.45, 2021.
SMALL, C. T., SAGE, A. P. Knowledge management and knowledge sharing: A review. Information Knowledge systems management, v.5, n.3, p.153-169, 2005.
SIDDIQ, F. GOCHYYEV, P., WILSON, M. Learning in digital networks – ICT literacy: A novel assessment of students’ 21st century skills. Computers and education, p.11-37. 2017.
SPANTE, M., HASHEMI, S. S., LUNDIN, M., ALGERS, A. Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, v.5, n.1, p.1-21, 2018.
STRAYER, J. F. How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Research, v.15, n.2, p.171-193, 2012.
TAKEUCHI, H., NONAKA, I. Gestão do conhecimento. Bookman Editora, 2009.
TIBA, C., CONDY, J. L. Identifying Factors Influencing Pre-Service Teacher Readiness to Use Technology During Professional Practice. International Journal of Information and Communication Technology Education (IJICTE), v. 17, n. 2, p. 12-24, 2021.
TANG, C. M., CHAW, L. Y. Digital literacy: A prerequisite for effective learning in a blended learning environment? Eletronic Journal of e-Learning, v.14, n.1, p.54-65, 2016.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Sergio Evangelista Silva, Renan Almeida de Oliveira, Wagner Ragi Curi Filho
This work is licensed under a Creative Commons Attribution 4.0 International License.
• Os autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação com o trabalho licenciado sob a Licença Creative Commons - Attribution 4.0 International (CC BY 4.0).
• Os autores são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal), pois isso pode aumentar o impacto e a citação do trabalho publicado.
