Knowledge sharing among university students facilitated with a creative commons licensing mechanism: A case study in a programming course

NCUIR > College of Electrical Engineering & Computer Science > Department of Computer Science and information Engineering > journal & Dissertation > Item 987654321/106952

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Title:	Knowledge sharing among university students facilitated with a creative commons licensing mechanism: A case study in a programming course
Authors:	劉晨鐘;Liu, Chen-Chung;Lin, Chia-Ching;Chang, Chun-Yi;Chao, Po-Yao
Contributors:	資訊電機學院資訊工程學系
Keywords:	CAI;College Freshmen;College students;Colleges & universities;Communities of Practice;Competency based education;Computer assisted instruction;Computer programming;Cooperation;Economic expectations;Education, Higher;Educational aspects;Educational Environment;Electronic Learning;Electronic Publishing;Expectation;Feedback (Response);Foreign Countries;Full Length Articles;Hypothesis Testing;Information Dissemination;Information sharing;Information Transfer;Intellectual Property;Interaction;Internet;Introductory Courses;Knowledge management;Knowledge sharing;Management;Online learning;Peer Relationship;Perception;Perceptual learning;Platforms;Programming;Questionnaires;Self Efficacy;Sharing;Sharing Behavior;Social Capital;Social Cognition;Students;Study and teaching;Taiwan;Technology education;Trust (Psychology);Virtual communities
Date:	2014-01-01
Issue Date:	2026-04-23 13:50:23 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： Creative Commons (CC) mechanism has been suggested as a potential means to foster a reliable environment for online knowledge sharing activity. This study investigates the role of the CC mechanism in supporting knowledge sharing among a group of university students studying programming from the perspectives of social cognitive and social capital theories. By gathering 40 university students' feedbacks and their behaviors, this study found that, in terms of trust, sharing self-efficacy and outcome expectations, the students had a more positive perception of the CC-integrated platform than that of conventional online sharing. In addition, the students were more likely to favor the CC-integrated sharing platform in which they believed that individual identification and profit were more effectively sustained and protected in the process of knowledge sharing. The students' activities on these platforms and their perception of knowledge sharing also revealed relationships that differed from those found in their performance of programming tasks on other online sharing platforms. This study suggests that the employment of the CC mechanism could be helpful in promoting a more positive perception of and willingness to engage in knowledge sharing, thus ensuring the effectiveness of peer communication and collaboration in stimulating programming performance within the Internet-based collaborative context. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2014-07-01 出處： Educational Technology & Society, 2014-07, Vol.17 (3), p.154-167 資源來源： Journals學術期刊資料庫(原CEPS) 版權： Copyright 2014 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2014 International Forum of Educational Technology & Society 版權： 2014. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201407_17(3).0012
Appears in Collections:	[Department of Computer Science and information Engineering] journal & Dissertation

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