【摘要】 随着"三通两平台"应用的逐步推广,网络学习空间成为学生改变学习方式、开展知识建构的重要平台。知识建构的一个重要环节是与他人交流、协作,即知识共享。为研究学生在空间中知识共享的影响因素,并为学生网络学习知识建构和网络学习空间的建设提供理论支持,本研究基于社会认知理论,结合评价顾忌,构建了网络学习空间学生知识共享影响因素模型,然后提出研究假设并采用问卷调查法收集数据,利用结构方程模型和SPSS软件对数据及理论模型进行分析与验证。结果表明,72.4%的学生在使用网络学习空间时会进行知识共享,但共享的主要是简单的学习材料;结果预期对知识共享行为有显著的正向影响;评价顾忌对知识共享行为有负向影响;知识共享自我效能感对知识共享行为有间接的正向影响,对结果预期有显著的正向影响。研究建议提高学生结果预期、知识共享自我效能感和减少评价顾忌提升网络学习空间中学生知识共享的有效性。更多还原

【Abstract】 With the gradual popularization of the application of"Three Links Two Platforms",e-Learning spaces have become an important platform to change the way of learning and knowledge construction. An important part of knowledge construction is communicating and collaborating with others,which is knowledge sharing. Knowledge sharing is the key to knowledge management. In the information age,knowledge is widely present in various fields. Exploration of the factors of knowledge sharing has been an important subject of research in the field of knowledge management. In order to study the influencing factors of students’ knowledge sharing in the e-Learning spaces,to provide some theoretical support and suggestions for the construction of students network learning knowledge and the construction of the eLearning spaces. Based on social cognitive theory and evaluation apprehension,the student knowledge sharing impact factors model in e-Learning space is established,putting forward the research hypothesis. We used the questionnaire survey to collect data,using structural equation modelling( SEM) and statistical product and service solutions(SPSS) to analyze and verify the data and theoretical model. Data analysis mainly includes three aspects: the measurement model test,the structural model test,the hypothesis test. The measurement model test is mainly to do the composite reliability test and the constructive validity( including convergent validity and discriminant validity). The structural model test is mainly based on the fitting index and the hypothesis test is mainly based on path coefficient. The results shows that,72. 4% of the students will share the knowledge in the use of e-Learning space,but sharing is limited to the uncomplicated learning materials. Outcome expectations of the e-Learning space of students’ knowledge sharing behavior have significant positive influence,which is contrary to evaluation apprehension. Knowledge sharing self-efficacy has an indirect positive effect on the students’ knowledge sharing behavior in the e-Learning spaces,and has a significant positive influence on outcome expectations. Finally,it is recommended to improve the students’ outcome expectations and knowledge sharing self-efficacy,and reduce evaluation apprehension to enhance the effectiveness of student knowledge sharing in the e-Learning spaces.更多还原