Online knowledge sharing experience with Creative Commons

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Title:	Online knowledge sharing experience with Creative Commons
Authors:	劉晨鐘;Liu, Chen-Chung;Lin, Chia-Ching;Deng, Kuei-Yuan;Wu, Ying-Tien;Tsai, Chin-Chung
Contributors:	資訊電機學院資訊工程學系
Keywords:	Academic achievement;Behavior;Collaboration;Common lands;Communities;Creativity;Education;Educational Objectives;Effectiveness;Elementary school students;Entrance examinations;Exact sciences and technology;Expectations;Influence;Information and communication sciences;Information behaviour & retrieval;Information science. Documentation;Intellectual property;Internet;Knowledge;Knowledge management;Knowledge sharing;Learning;Library & information science;Library and information science. General aspects;Methodology;Multimedia;Online;Platforms;Schools;Sciences and techniques of general use;Self evaluation;Self-efficacy;Sharing;Social capital;Social networks;Storytelling;Students;Studies;Teachers;Teaching Methods;Thinking Skills;Trust;User generated content;Web 2.0
Date:	2014-01-01
Issue Date:	2026-04-23 13:56:53 (UTC+8)
Publisher:	Emerald Group Publishing Ltd.;Bradford: Emerald Group Publishing Limited
Abstract:	摘要： Purpose – Many studies have integrated the mechanism of Creative Commons (CC) or similar mechanisms into web 2.0 platforms for supporting learning. The CC mechanism may create new types of knowledge sharing environments. The purpose of this paper is to explore students’ trust, knowledge sharing self-efficacy, and outcome expectations in the context of a knowledge sharing platform using the CC mechanism. Design/methodology/approach – The participants were 86 sixth-grade Taiwanese students. Within the context of online drawing and storytelling activities, a quantitatively self-reported instrument was adopted to assess the sharing experience with the CC mechanism. Findings – The results found complex interrelationships among trust, sharing self-efficacy, and outcome expectations identified in the literature. The results further reveal that students who showed high community-related outcome expectations would adopt the non-CC approach (read-only, i.e. the shared works can not be used and modified) as they possessed lower identification-based trust. In contrast, those who adopted CC approach (i.e. the shared works are able to be used and modified) placed higher level of economy-based trust and showed a lower level of community-related outcome expectations. The results reflect that students who have low performance expectancy and sharing self-efficacy are more willing to share their work using the CC approach. Originality/value – The results of this paper show that in such a mechanism there exists close interplay between trust, sharing self-efficacy, and outcome expectations. It is therefore, suggested that researchers and educators should note the influence of the sharing mechanism on the sharing activity when knowledge sharing is involved in pedagogical design. The implications derived from the findings for educational practice were also discussed. 出版者： Bradford: Emerald Group Publishing Limited 出版日期： 2014-07-07 出處： Online information review, 2014-07, Vol.38 (5), p.680-696 資源來源： ABI/INFORM Collection 版權： Emerald Group Publishing Limited 版權： 2015 INIST-CNRS 版權： Emerald Group Publishing Limited 2014 識別號： ISSN: 1468-4527 識別號： EISSN: 1468-4535 識別號： DOI: 10.1108/OIR-12-2013-0280
Appears in Collections:	[Department of Computer Science and information Engineering] journal & Dissertation

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