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Knowledge Sharing among University Students Facilitated with a Creative Commons Licensing Mechanism: A Case Study in a Programming Course

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Title: Knowledge Sharing among University Students Facilitated with a Creative Commons Licensing Mechanism: A Case Study in a Programming Course
Language: English
Authors: Liu, Chen-Chung, Lin, Chia-Ching, Chang, Chun-Yi, Chao, Po-Yao
Source: Educational Technology & Society. 2014 17(3):154-167.
Availability: International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Peer Reviewed: Y
Page Count: 14
Publication Date: 2014
Sponsoring Agency: National Science Foundation
Contract Number: 101-2511-S-008-006-MY2
101-2511-S-008-005-MY3
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Information Transfer, Information Dissemination, Sharing Behavior, College Freshmen, Introductory Courses, Programming, Social Cognition, Social Capital, Electronic Publishing, Electronic Learning, Educational Environment, Intellectual Property, Feedback (Response), Trust (Psychology), Self Efficacy, Expectation, Communities of Practice, Peer Relationship, Cooperation, Interaction, Hypothesis Testing, Internet, Questionnaires
Geographic Terms: Taiwan
ISSN: 1436-4522
Abstract: 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.
Abstractor: As Provided
Number of References: 39
Entry Date: 2014
Access URL: https://www.ifets.info/
Accession Number: EJ1039041
Database: ERIC
FullText Links:
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  Data: Knowledge Sharing among University Students Facilitated with a Creative Commons Licensing Mechanism: A Case Study in a Programming Course
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  Data: <searchLink fieldCode="AR" term="%22Liu%2C+Chen-Chung%22">Liu, Chen-Chung</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Chia-Ching%22">Lin, Chia-Ching</searchLink><br /><searchLink fieldCode="AR" term="%22Chang%2C+Chun-Yi%22">Chang, Chun-Yi</searchLink><br /><searchLink fieldCode="AR" term="%22Chao%2C+Po-Yao%22">Chao, Po-Yao</searchLink>
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  Data: International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 1436-4522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 154
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Information Transfer
        Type: general
      – SubjectFull: Information Dissemination
        Type: general
      – SubjectFull: Sharing Behavior
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Programming
        Type: general
      – SubjectFull: Social Cognition
        Type: general
      – SubjectFull: Social Capital
        Type: general
      – SubjectFull: Electronic Publishing
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Intellectual Property
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      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Expectation
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Cooperation
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      – SubjectFull: Interaction
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      – SubjectFull: Hypothesis Testing
        Type: general
      – SubjectFull: Internet
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Taiwan
        Type: general
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      – TitleFull: Knowledge Sharing among University Students Facilitated with a Creative Commons Licensing Mechanism: A Case Study in a Programming Course
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