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Article
Publication date: 19 January 2024

Ming Li and Jing Liang

Knowledge adoption is the key to effective knowledge exchange in virtual question-and-answer (Q&A) communities. Although previous studies have examined the effects of knowledge

Abstract

Purpose

Knowledge adoption is the key to effective knowledge exchange in virtual question-and-answer (Q&A) communities. Although previous studies have examined the effects of knowledge content, knowledge source credibility and the personal characteristics of knowledge seekers on knowledge adoption in virtual Q&A communities from a static perspective, the impact of answer deviation on knowledge adoption has rarely been explored from a context-based perspective. The purpose of this study is to explore the impact of two-way deviation on knowledge adoption in virtual Q&A communities, with the aim of expanding the understanding of knowledge exchange and community management.

Design/methodology/approach

The same question and the same answerer often yield multiple answers. Knowledge seekers usually read multiple answers to make adoption decisions. The impact of deviations among answers on knowledge seekers' knowledge adoption is critical. From a context-based perspective, a research model of the impact of the deviation of horizontal and vertical answers on knowledge adoption is established based on the heuristic-systematic model (HSM) and empirically examined with 88,287 Q&A data points and answerer data collected from Zhihu. Additionally, the moderation effects of static factors such as answerer reputation and answer length are examined.

Findings

The negative binomial regression results show that the content and emotion deviation of horizontal answers negatively affect knowledge seekers' knowledge adoption. The content deviation of vertical answers is negatively associated with knowledge adoption, while the emotion deviation of vertical answers is positively related to knowledge adoption. Moreover, answerer reputation positively moderates the negative effect of the emotion deviation of horizontal answers on knowledge adoption. Answer length weakens the negative correlation between the content deviation of horizontal and vertical answers and knowledge adoption.

Originality/value

This study extends previous research on knowledge adoption from a static perspective to a context-based perspective. Moreover, information deviation is expanded from a one-way variable to a two-way variable. The combined effects of static and contextual factors on knowledge adoption are further uncovered. This study can not only help knowledge seekers identify the best answers but also help virtual Q&A community managers optimize community design and operation to reduce the cost of knowledge search and improve the efficiency of knowledge exchange.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Abstract

Details

(Il)Logical Knowledge Management
Type: Book
ISBN: 978-1-83867-803-6

Abstract

Details

(Il)Logical Knowledge Management
Type: Book
ISBN: 978-1-83867-803-6

Abstract

Details

(Il)Logical Knowledge Management
Type: Book
ISBN: 978-1-83867-803-6

Book part
Publication date: 1 August 2004

Janis Bulgren

A current vision of education in America today is that all students be science literate. To accomplish this, educators and teachers need to be aware of the challenges involved in…

Abstract

A current vision of education in America today is that all students be science literate. To accomplish this, educators and teachers need to be aware of the challenges involved in promoting science literacy: science literacy encompasses a wide range of knowledge, including construction of knowledge, use of that knowledge, and recall of critical facts necessary to apply scientific information in the world today. In addition, teachers and educators need a knowledge of the issues of “inclusion” since students of diverse abilities, including those with disabilities and others at risk for school failure, are being educated, as much as possible, in general education classrooms taught by content experts.

A bridge to span the gap between the challenges of science literacy for all students and the complexities of student diversity is Content Enhancement – instruction that responds to the needs of students of diverse abilities while maintaining content integrity by focusing on the critical information that all students need to know. In Content Enhancement, the teacher helps students learn by organizing information, providing explicit instruction when necessary, and assuring that students are active partners with the teacher and other students in the construction of knowledge. Graphic organizers and instructional sequences have been developed to help teachers organize information at the course, unit and lesson levels; learn to answer large, difficult questions with ideas that can be generalized to other settings; explore and manipulate knowledge by developing analogies and comparisons; and respond to assessments.

Details

Research in Secondary Schools
Type: Book
ISBN: 978-0-76231-107-1

Article
Publication date: 27 December 2021

Lindsay Portnoy and Talia Lemberger

Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age…

Abstract

Purpose

Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science.

Design/methodology/approach

The authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science.

Findings

Results indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies.

Research limitations/implications

Implications for instructional design and pedagogy are discussed.

Practical implications

The framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science.

Social implications

By studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention.

Originality/value

The current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.

Details

Information and Learning Sciences, vol. 123 no. 3/4
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 18 May 2012

Makoto Yoshida

Teachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson study in…

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Abstract

Purpose

Teachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson study in the USA is still strong and greater numbers of teachers have become involved in this professional learning, there are significant obstacles to conducting high quality and effective lesson study that enhances teachers’ content and pedagogical knowledge, as well as improving their instruction and student learning in classrooms. Because of the needs of improvement in lesson study in the USA, so it can be administered effectively and sustained, the purpose of this paper is to discuss the current status of lesson study in the USA, what high quality and effective lesson study is, and what ideas might be help to improve lesson study in the USA.

Design/methodology/approach

In this paper, issues that are common barriers to conducting effective lesson study, such as: US teachers’ misunderstanding or lack of understanding of lesson study; teachers’ insufficient knowledge of content, pedagogical content, curriculum knowledge; lack of support from administrators for lesson study; non‐systematic approach to implement lesson study; and having short‐sighted vision to conduct lesson study will be discussed. The discussions are based on the author's 12 years of experience working with teachers, schools, and school districts in the USA, interactions and information exchanges with other lesson study educators and researchers and professional development coordinators in schools and districts in the USA, and existing research documents in the USA. Through this discussion, the author attempts to provide suggestions for improving lesson study in the USA.

Findings

In order for lesson study to be successful, teachers need to think of lesson study as a way to improve their own learning as well as student learning. Spending more time studying mathematical content and curriculum, developing a strong pedagogical content knowledge with colleagues, and establishing a professional community of learning through lesson study will help it to be effective for improving classroom teaching and learning.

Originality/value

The paper provides some helpful suggestions for improving quality and effectiveness of lesson study in order to improve: classroom teaching – teacher's content, pedagogical content and curriculum knowledge; and student learning. The paper is particularly valuable for lesson study practitioners, and administrators and staff developers who are implementing lesson study in schools.

Details

International Journal for Lesson and Learning Studies, vol. 1 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 1 March 2016

Cheryl A. Ayers

High school student achievement in economics has been predominantly characterized by low test scores, while secondary social studies preservice teachers have less formal training…

Abstract

High school student achievement in economics has been predominantly characterized by low test scores, while secondary social studies preservice teachers have less formal training in economics than most other social studies disciplines. In this self-study, the instructional affordances and constraints of an experimental economics methods course are analyzed in terms of developing secondary social studies preservice and inservice teachers’ pedagogical content knowledge (PCK) in economics from both the instructor and pre and inservice teachers’ perspectives. Two course assignments appeared to most notably develop PCK in economics, the Analysis of Economic Events and the Active-Learning, Interdisciplinary Economic Lesson. Findings suggest interrelationships exist among common content knowledge, specialized content knowledge, and horizon content knowledge for teaching economics. Implications and instructional suggestions for social studies teacher education and professional development are discussed.

Article
Publication date: 1 September 2006

Tien‐Yu Hsu, Hao‐Ren Ke and Wei‐Pang Yang

The purpose of this study is to propose a knowledge‐based mobile learning framework that integrates various types of museum‐wide content, and supports ubiquitous, context‐aware…

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Abstract

Purpose

The purpose of this study is to propose a knowledge‐based mobile learning framework that integrates various types of museum‐wide content, and supports ubiquitous, context‐aware, personalized learning for museums.

Design/methodology/approach

A unified knowledge base with multi‐layer reusable content structures serves as the kernel component to integrate content from exhibitions for education and collection in a museum. The How‐Net approach is adopted to build a unified natural and cultural ontology. The ontology functions as a common and sharable knowledge concept that denotes each knowledge element in the unified knowledge base, and associates each learner's learning context and usage with a content and usage profile respectively. Data mining algorithms, e.g. association mining and clustering, are applied to discover useful patterns for ubiquitous personalization from these content and usage profiles.

Findings

A pilot project based on the proposed framework has been successfully implemented in the Life Science Hall of the National Museum of Natural Science (NMNS), Taiwan, demonstrating the feasibility of this framework.

Originality/value

This study proposes a mobile learning framework that can be replicated in many museums. This framework improves learners' learning experiences with rich related content, and with ubiquitous, proactive and adaptive services. Museums can also benefit from implementing this framework through outreach services for educational, promoting and usability needs from combining mobile and Internet communication technologies and learning services.

Details

The Electronic Library, vol. 24 no. 5
Type: Research Article
ISSN: 0264-0473

Keywords

Article
Publication date: 1 September 2020

Lei Li, Bo Liu and Huimin Mu

This paper investigates the paths through which innovation community affects content providers' new service development (NSD) performance in technology-based service ecosystem and…

Abstract

Purpose

This paper investigates the paths through which innovation community affects content providers' new service development (NSD) performance in technology-based service ecosystem and contingency factors exist in the paths.

Design/methodology/approach

The research model is built based on service-dominant (S-D) logic, exploring the relationship among innovation community, content providers' knowledge acquisition and content providers' NSD performance as well as the moderating role of content providers' technology readiness and content providers' complexity. Using survey data collected from 386 content providers of selected open network platforms in China, this study finds broad support for the proposed research model.

Findings

The findings of this paper reveal that content providers' tacit knowledge acquisition from users plays a mediating role between the innovation community and new service ratings. Content providers' technology readiness plays a positive moderating role in the relationship between innovation community and their explicit or tacit knowledge acquisition. Content providers' task complexity negatively moderates the effects of their explicit knowledge acquisition from users on new service volumes or ratings, but positively moderates the effects of tacit knowledge acquisition from users on new service volumes or ratings.

Originality/value

Though extant literature highlights the importance of knowledge acquisition in NSD performance, few studies explore the antecedents of content providers' knowledge acquisition from users and the paths through which these antecedents affect content providers' NSD performance. Moreover, boundary conditions exist in the process of improving NSD performance are generally ignored in previous literature. With the lens of S-D logic, this paper explicates how content providers of different technology readiness and different task complexity enhance their new service volumes and ratings through acquiring explicit and tacit knowledge from users in innovation community. Adopting S-D logic from marketing area to NSD area, this paper not only enriches the theoretical accumulations of antecedents and boundary conditions of content providers' NSD performance but also offers insights for content providers and users on how to synergistically advance NSD activities and co-create value in the technology-based service ecosystem.

Details

Industrial Management & Data Systems, vol. 120 no. 10
Type: Research Article
ISSN: 0263-5577

Keywords

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