Online learning environments are perceived to facilitate
interaction and knowledge sharing among individuals. However,
participants do not log on frequently or are reluctant to share
ideas with others. Therefore, it is crucial for teachers to
understand when and how interaction and knowledge sharing happen.
The present study develops two new scales to measure an
individual's evaluation of the degree to which an online learning
environment can facilitate the formation and maintenance of
relationships. Then, the hypothesized relationships between the two
constructs and knowledge sharing in online learning environments
are tested. The results indicate that both the need to form and to
maintain relationships are important determinants. Individuals who
found that an online learning environment helped him or her to form
or maintain relationships reported knowledge sharing behaviour. In
addition, the higher was the evaluation of individuals of the
degree to which an online learning environment supported
relationship maintenance, the higher was their evaluation of the
degree to which the online learning environment facilitated
relationship formation.
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