IT‐mediated social interactions and knowledge sharing: Role of competence‐based trust and background heterogeneity

In the knowledge‐based economy, organizational success is dependent on how effectively organizational employees share information. Many studies have investigated how different types of communication activities and communications media influence knowledge sharing. We contribute to this literature by examining increasingly prevalent yet understudied IT‐mediated social interactions and their effects on knowledge sharing among employees in comparison to face‐to‐face social connections. By integrating the literature on knowledge sharing, social networks, and information systems, we theorize the ability of IT‐mediated social interaction to (1) afford interactions between individuals with heterogeneous backgrounds and (2) facilitate frequent IT‐mediated social interactions that are high in competence‐based trust—both supporting effective sharing of knowledge. Through a social network analysis of the employees in a high‐tech organization, this study finds that IT‐mediated frequent social interactions are the most effective in promoting knowledge sharing.     

Investigating face‐to‐face peer interaction patterns in a collaborative Web discovery task: the benefits of a shared display

Mobile computers are now increasingly applied to facilitate face‐to‐face collaborative learning. However, the factors affecting face‐to‐face peer interactions are complex as they involve rich communication media. In particular, non‐verbal interactions are necessary to convey critical communication messages in face‐to‐face communication. Through gathering discourse and non‐verbal interaction records, this study explores the peer interactions supported by two collaborative applications: one with mobile computers and the other with shared‐display groupware (SDG). The results show that the students tended to interact with each other according to a distributed and an unsocial interaction pattern when using the application with mobile computers. In contrast, the students who learned with the SDG demonstrated a shared interaction pattern, whereby they often jointly focused on and referred to the shared work. The analysis of the students' work further found that a higher level of discussion was generally associated with the shared interaction pattern. The results seem to support SDG as being useful in augmenting face‐to‐face peer interaction supported by mobile computers. The implications derived from the findings also support the argument that non‐verbal interaction records are useful for quantitatively and qualitatively analysing face‐to‐face peer interactions.     

Working Together Apart? Building a Knowledge‐Sharing Culture for Global Virtual Teams

A new impetus for greater knowledge‐sharing among team members needs to be emphasized due to the emergence of a significant new form of working known as ‘global virtual teams’. As information and communication technologies permeate every aspect of organizational life and impact the way teams communicate, work and structure relationships, global virtual teams require innovative communication and learning capabilities for different team members to effectively work together across cultural, organizational and geographical boundaries. Whereas information technology‐facilitated communication processes rely on technologically advanced systems to succeed, the ability to create a knowledge‐sharing culture within a global virtual team rests on the existence (and maintenance) of intra‐team respect, mutual trust, reciprocity and positive individual and group relationships. Thus, some of the inherent questions we address in our paper are: (1) what are the cross‐cultural challenges faced by global virtual teams?; (2) how do organizations develop a knowledge sharing culture to promote effective organizational learning among culturally‐diverse team members? and; (3) what are some of the practices that can help maximize the performance of global virtual teams? We conclude by examining ways that global virtual teams can be more effectively managed in order to reach their potential in this new interconnected world and put forward suggestions for further research.     

Analyzing collaborative interactions: divergence,shared understanding and construction of knowledge

One of the most important facets of collaborative learning is the interaction between individual and collaborative learning activities – between divergent perspectives and shared knowledge building. Individuals bring divergent ideas into a collaborative environment. While individuals bring their own unique knowledge and perspectives, the second important aspect of collaborative learning is how they move from seemingly divergent perspectives to collaborative knowledge building. This is clearly a social process among group members who could adopt various strategies for resolving differences including asserting dominance, acquiescing, or some form of reciprocal sense making. An important aspect of collaborative learning is the move from assimilation to construction, i.e., creating new understandings based on the discussions that they have had. Documenting this change from divergence to collaborative knowledge building to possible construction is therefore important in understanding the nature the collaborative interactions. In this paper we discuss our analysis of the process of collaborative interactions based on three dimensions – divergence of ideas, collaborative knowledge building and construction. Our aim was to document as well as to understand how collaborative interactions develop over time: whether students raise new issues (ideas) more frequently as they become more familiar with the discussion and discussants, and whether shared knowledge building becomes richer over time, and subsequent evidence that students were able to construct their own understanding based on their interactions with others. Our analyses were conducted in the context of an online graduate course conducted using the learning environment that we designed, CoDE, (Constructivist, Distributed learning Environment). In this paper, we will first describe the design of CoDE. We will then describe a study in which CoDE was used to offer an online graduate course in learning theories. We then discuss our analyses of both individual and collaborative learning as it progressed through the duration of the course.     

The impact of trust,guanxi orientation and face on the intention of Chinese employees and managers to engage in peer‐to‐peer tacit and explicit knowledge sharing

Knowledge sharing is recognised as one of the most critical components of knowledge management. Successful and efficient knowledge sharing could directly facilitate knowledge creation and so help a firm to maintain its competitive advantage. Consequently, identifying which factors could encourage or inhibit people to share knowledge is potentially of great value. In this study, we explore the impact of selected socio‐cultural factors, viz. trust, guanxi orientation and face, on the intention to share explicit and tacit knowledge in Chinese firms. Two hundred and four employees from Chinese organisations were surveyed on their knowledge‐sharing practices. Our findings indicate that while cognition‐based trust has no significant effect on the intention to share either tacit or explicit knowledge, affect‐based trust has a significant effect on both. Meanwhile, face‐gaining behaviours have a positive effect, while face‐saving behaviours have a negative effect on the intention to share knowledge. Finally, guanxi orientation also has a strong impact on knowledge sharing. The implications of these findings for organisations and their knowledge management initiatives are discussed.     

Construction of Meaning in Socio‐Technical Networks: Artefacts as Mediators between Routine and Crisis Conditions

This article focuses on the construction of meanings taking place in organizational routinized innovation processes. The results of the single case study investigating the company Carmlod, which institutionalized a routine process for their innovations, show how boundary objects like standardized methods and designed objects facilitate the communication process within interdisciplinary teams. Nevertheless, there is no guarantee that team members continue using the distinct meanings of the mutually shared object. They follow their strategies and goals according to their professional disciplinary knowledge. Only when a fundamental crisis takes place, in which nobody knows the right strategy to achieve a possible solution any more, do artefacts within the contingent space of manoeuvre become important. In the process, team members are forced to enter into a coercion‐free discourse within a socio‐technical network that allows them to come up with true innovation and genuine collectively shared meanings.     

An analysis of collaborative problem‐solving activities mediated by individual‐based and collaborative computer simulations

Researchers have indicated that the collaborative problem‐solving space afforded by the collaborative systems significantly impact the problem‐solving process. However, recent investigations into collaborative simulations, which allow a group of students to jointly manipulate a problem in a shared problem space, have yielded divergent results regarding their effects on collaborative learning. Hence, this study analysed how students solved a physics problem using individual‐based and collaborative simulations to understand their effects on science learning. Multiple data sources including group discourse, problem‐solving activities, learning test scores, and questionnaire feedback were analysed. Lag sequential analysis on the data found that students using the two simulations collaborated with peers to solve the problem in significantly different patterns. The students using the collaborative simulations demonstrated active engagement in the collaborative activity; however, they did not transform discussions into workable problem‐solving activities. The students using the individual‐based simulation showed a lower level of collaboration engagement, starting with individual exploration of the problem with the simulation, followed by group reflection. The two groups also showed significant differences in their learning test scores. The findings and pedagogical suggestions are discussed in the hope of addressing critical activity design issues in using computer simulations for facilitating collaborative learning.     

An Exploratory Study: Supporting Collaborative Multimedia Systems Design

Multimedia systems design generally requires a collaborative effort from a group of designers with a variety of backgrounds and tasks, such as content experts, instructional designers, media specialists, users, and so forth. However, currently available design tools on the market are mainly designed for a single user. Tools intended to support a collaborative design process should coordinate independent activities of individual designers.This research investigated support for work groups engaged in designing multimedia systems. Specifically, it discussed a new collaborative design environment, called the KMS (Knowledge Management System)-based design environment, in which multimedia designers could share their design knowledge freely. Through two experimental groups, the research investigated impacts of the KMS-based design environment on their collaborative design activities (knowledge creating, knowledge securing, knowledge distributing, and knowledge retrieving activities). The research findings showed that the KMS-based design environment was a promising environment for collaborative multimedia systems design. More specifically, the research findings indicated that the KMS-based design environment supported creating, securing, and retrieving knowledge, but it did not support distributing knowledge. In addition, the research found that the social interactions between group members played important roles in the success of the collaborative multimedia systems design and that the KMS-based design environment did not support the socialization of group members. Furthermore, the research found that the inability of the KMS-based design environment to support the socialization was linked to its low performance level in supporting the knowledge distributing activity. The research explored the desired features of a collaborative support tool for multimedia systems design.     

Using online shared workspaces to support group collaborative learning

The ability to work collaboratively is highly valued in today’s workplace. However, collaboration does not often naturally happen in a group. Certain strategies must be applied to coordinate individual efforts and monitor the learning process so that effective collaboration can take place. 34 groups from 4 PGDE (Post Graduate Diploma in Education) classes at NIE (National Institute of Education) in Singapore participated in this study. Each group of four members used an online shared workspace to collaborate. Results showed that about half groups actively used the workspaces to share resources, negotiate ideas, and coordinate their collaboration. On the other hand, using the workspaces helped the teacher to easily track and monitor the collaborative learning process, as the workspaces documented what group members did and how they gradually completed the assignment. The students were also required to write weekly progress reports. Results showed that writing progress reports helped group members to reflect on what they had done and also provided additional information for the teacher to confirm their individual contributions. Issues involved in coordinating and monitoring the collaborative learning process are discussed.     

The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community

This study explores how pre-service student teachers acquired knowledge of good teaching practices through the interactive use of a video database and an online discussion forum, where the student teachers shared their teaching videos and received comments or suggestions from members of a learning community. A small group of student teachers was involved in this collaborative learning community during their teaching practicum in their third and fourth years of study. Content analysis of the sharing in the discussion forum and individual student teacher reflections provides insight into the use of a collaborative learning community to create a knowledge base for teaching. Suggestions regarding how this new technology can support teacher education are discussed.     

Collaborative technologies in knowledge telework: an exploratory study

Abstract.  Knowledge workers in distributed work environments require substantial communication with colleagues and supervisors to perform their work activities, and collaborative technologies, like groupware, continue to improve the potential for such communication. This study investigates how an improvement in collaborative technology among a group of knowledge teleworkers impacts their communication patterns. The study focuses on one communication-based work process: knowledge sharing. The research involves a 6-month exploratory longitudinal case study of a group of teleworkers where a new groupware technology was implemented. The results indicate that while there are fewer instances of communication among group members after the technology is implemented, communication becomes more centralized around the district manager. These results suggest that increased collaborative technologies result in an adjustment between explicit and tacit knowledge sharing, as the availability of a centralized and updateable database reduces workgroup communications. However, consistent with structuration theory, telework group members do use communication technologies to address their most apparent needs and concerns. Other potential explanations and implications of these findings are discussed.     

Multi‐agent system for knowledge‐based event recognition and composition

This work presents a multi‐agent system for knowledge‐based high‐level event composition, which interprets activities, behaviour and situations semantically in a scenario with multi‐sensory monitoring. A perception agent (plurisensory agent and visual agent)‐based structure is presented. The agents process the sensor information and identify (agent decision system) significant changes in the monitored signals, which they send as simple events to the composition agent that searches for and identifies pre‐defined patterns as higher‐level semantic composed events. The structure has a methodology and a set of tools that facilitate its development and application to different fields without having to start from scratch. This creates an environment to develop knowledge‐based systems generally for event composition. The application task of our work is surveillance, and event composition/inference examples are shown which characterize an alarming situation in the scene and resolve identification and tracking problems of people in the scenario being monitored.     

Call Centres: Pre‐evaluation of their Usefulness in Local Government

The development of contact‐centres within those local government organisations in the UK is occurring with inadequate strategic consideration. The general themes which emerged during in‐depth surveys strongly support the proposition. Thus, a significant new product development is at risk and may cost each individual organisation many millions of pounds in set‐up costs representing substantial financial commitment. Yet, there is only limited knowledge of capital costs or on‐going revenue costs, strong evidence of internal resistance, a lack of any shared vision, or knowledge of the level of risk. There is only limited understanding of the organisational impact of such an innovation, its potential benefits or added value that it could provide. There is also evidence to support the view that the decision‐making process is following a path of logical incrementalism without clearly stated project objectives or formal project appraisal. There is a creeping commitment to the continuation of such projects, and often a lack of group and intragroup coherence. Nevertheless, there is some evidence of powerful product champions and compliant project teams.     

Do handheld devices facilitate face‐to‐face collaboration? Handheld devices with large shared display groupware to facilitate group interactions

Abstract   One-to-one computing environments change and improve classroom dynamics as individual students can bring handheld devices fitted with wireless communication capabilities into the classrooms. However, the screens of handheld devices, being designed for individual-user mobile application, limit promotion of interaction among groups of learners. This study proposes a design of classrooms that incorporates personal workspace and public workspace. Students use handheld devices as private workspace and work with peers on public workspace with shared displays through their handheld devices. Experiments confirmed that students with only handheld devices did not demonstrate expected participation ratios and actively interact with group members. The proposed shared display groupware promoted shared understanding of the workspace and increased awareness of partner actions. Collaboration was enhanced by creating the opportunity for students to use handheld devices to perform ideal communication patterns and avoiding ineffective communication patterns.     

e‐Learning recommender system for a group of learners based on the unified learner profile approach

In the age of information explosion, e‐learning recommender systems (eL_RSs) have emerged as effective information filtering techniques that attempt to provide the most appropriate learning resources for learners while using e‐learning systems. These learners are differentiated on the basis of their learning styles, goals, knowledge levels and others. Several attempts have been made in the past to design eL_RSs to recommend resources to individuals; however, an investigation of recommendations to a group of learners in e‐learning is still in its infancy. In this paper, we focus on the problem of recommending resources to a group of learners rather than to an individual. The major challenge in group recommendation is how to merge the individual preferences of different learners that form a group and extract a pseudo unified learner profile (ULP) that closely reflects the preferences of all learners. Firstly, we propose a profile merging scheme for the ULP by utilizing learning styles, knowledge levels and ratings of learners in a group. Thereafter, a collaborative approach is proposed based on the ULP for effective group recommendations. Experimental results are presented to demonstrate the effectiveness of the proposed group recommendation strategy for e‐learning.     

Learning a Generative Model for Multi‐Step Human‐Object Interactions from Videos

Creating dynamic virtual environments consisting of humans interacting with objects is a fundamental problem in computer graphics. While it is well‐accepted that agent interactions play an essential role in synthesizing such scenes, most extant techniques exclusively focus on static scenes, leaving the dynamic component out. In this paper, we present a generative model to synthesize plausible multi‐step dynamic human‐object interactions. Generating multi‐step interactions is challenging since the space of such interactions is exponential in the number of objects, activities, and time steps. We propose to handle this combinatorial complexity by learning a lower dimensional space of plausible human‐object interactions. We use action plots to represent interactions as a sequence of discrete actions along with the participating objects and their states. To build action plots, we present an automatic method that uses state‐of‐the‐art computer vision techniques on RGB videos in order to detect individual objects and their states, extract the involved hands, and recognize the actions performed. The action plots are built from observing videos of everyday activities and are used to train a generative model based on a Recurrent Neural Network (RNN). The network learns the causal dependencies and constraints between individual actions and can be used to generate novel and diverse multi‐step human‐object interactions. Our representation and generative model allows new capabilities in a variety of applications such as interaction prediction, animation synthesis, and motion planning for a real robotic agent.     

Examining interpersonal trust as a facilitator and uncertainty as an inhibitor of intra‐organisational knowledge sharing

This study developed a theoretical model to explore the antecedents of interpersonal trust and the impact of interpersonal trust and uncertainty on intra‐organisational knowledge sharing in highly information‐technology‐mediated work environments. The proposed model was tested empirically using survey data collected from five telecommunication companies. The findings reveal that interpersonal trust has a positive effect on knowledge sharing, while uncertainty has a negative effect upon knowledge sharing. The results also show that social interaction ties and shared knowledge‐sharing vision are the antecedent factors of interpersonal trust, and that uncertainty regarding knowledge sharing is increased by seeker absorptive capability concerns, reciprocity concerns and fear of losing knowledge power. Some important implications for theory and practice as well as directions for future study are discussed.     

A design for a common‐sense knowledge‐enhanced decision‐support system: Integration of high‐frequency market data and real‐time news

According to efficient markets theory, information is an important factor that affects market performance and serves as a source of first‐hand evidence in decision making, in particular with the rapid rise of Internet technologies in recent years. However, a lack of knowledge and inference ability prevents current decision support systems from processing the wide range of available information. In this paper, we propose a common‐sense knowledge‐supported news model. Compared with previous work, our model is the first to incorporate broad common‐sense knowledge into a decision support system, thereby improving the news analysis process through the application of a graphic random‐walk framework. Prototype and experiments based on Hong Kong stock market data have demonstrated that common‐sense knowledge is an important factor in building financial decision models that incorporate news information.