Wang Wei-Tsong, Lin Ying-Lien
Department of Industrial and Information Management, National Cheng Kung University, Tainan, Taiwan.
Front Psychol. 2021 Jun 25;12:691755. doi: 10.3389/fpsyg.2021.691755. eCollection 2021.
Adopting online problem-based learning (OPBL) to internship educational programs is an effective teaching method to stimulate self-directed and collaborative learning and knowledge-sharing behavior (KSB) of students. However, the OPBL collaboration experience is different from the traditional lecture-based learning experience for students. Integrating social identity theory and commitment-trust theory develops a formative research model that explains the KSB of students when using social media tools for the OPBL process. This process encourages social interaction and communication of students, in turn, facilitating the integration of collective intelligence or the creation, sharing, and exchange of knowledge. Data collected from 425 nursing students who studied at seven nursing colleges or medical universities in Taiwan were analyzed using the partial least squares (PLSs) technique. The results indicate that social identification is a crucial antecedent of KSB. Relationship quality plays a vital role in shaping the effects of interpersonal trust and relationship commitment (RC) on KSB during internship periods. The findings can contribute to theoretical discussions and enhance the effectiveness of KSB in the literature of internship and non-internship in the higher education field.
将基于问题的在线学习（OPBL）应用于实习教育项目是一种激发学生自主学习、协作学习和知识共享行为（KSB）的有效教学方法。然而，对于学生而言，OPBL协作体验不同于传统的基于讲座的学习体验。整合社会认同理论和承诺-信任理论，构建了一个形成性研究模型，该模型解释了学生在使用社交媒体工具进行OPBL过程中的KSB。这一过程鼓励学生进行社会互动和交流，进而促进集体智慧的整合或知识的创造、共享与交换。采用偏最小二乘法（PLS）技术对从台湾七所护理学院或医科大学的425名护理专业学生收集的数据进行了分析。结果表明，社会认同是KSB的关键前提。在实习期间，关系质量在塑造人际信任和关系承诺（RC）对KSB的影响方面起着至关重要的作用。这些发现有助于进行理论探讨，并提高高等教育领域实习和非实习文献中KSB的有效性。
