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教科系 何俐安 教授於
期刊論文
發佈
大學教師學習社群知識分享影響因素之研究
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[107-2]
：大學教師學習社群知識分享影響因素之研究期刊論文大學教師學習社群知識分享影響因素之研究Factors Influencing Knowledge-Sharing Behaviors in Faculty Learning Communities何俐安; 宋鴻燕Community of practice;Flow experience;Knowledge-sharing;Motivation;Trust;實務社群;心流體驗;知識分享;動機;信任教育傳播與科技研究期刊 120, p.1-16Faculty professional autonomy has been highlighted in higher education settings. One way for university faculty to develop their professional knowledge as well as enhance their instructional quality is through communicating and sharing knowledge with colleagues. This study examines the relationship between university faculty's motivation, trust, and flow experience as they join faculty learning communities (FLCs) and their knowledge-sharing behaviors. A survey questionnaire was used to collect data from a faculty in an urban university (N = 192). The results indicated that university faculty's motivation, trust, and flow experienced in FLCs individually had a significant effect on their knowledge-sharing behavior in FLCs. However, collectively,
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通核中心 宋鴻燕 副教授於
期刊論文
發佈
Factors influencing knowledge-sharing behaviors in faculty learning communities
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[107-2]
：Factors influencing knowledge-sharing behaviors in faculty learning communities期刊論文Factors influencing knowledge-sharing behaviors in faculty learning communities大學教師學習社群知識分享影響因素之研究何俐安; 宋鴻燕Community of practice;Flow experience;Knowledge-sharing;Motivation;Trust;實務社群;心流體驗;知識分享;動機;信任教育傳播與科技研究 120, p.1-16Faculty professional autonomy has been highlighted in higher education settings. One way for university faculty to develop their professional knowledge as well as enhance their instructional quality is through communicating and sharing knowledge with colleagues. This study examines the relationship between university faculty's motivation, trust, and flow experience as they join faculty learning communities (FLCs) and their knowledge-sharing behaviors. A survey questionnaire was used to collect data from a faculty in an urban university (N = 192). The results indicated that university faculty's motivation, trust, and flow experienced in FLCs individually had a significant effect on their k
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