Abstract
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.
Highlights
Developing problem-solving skills and higher-order thinking abilities of students is the objective of various educational institutions
It is unclear whether the knowledge sharing behavior (KSB) of nursing students can be encouraged via social-media-supported (e.g., LINE, WeChat, and Facebook) collaborative learning activities that implement the online problem-based learning (OPBL) teaching approach, especially in the context of nursing internship educational programs
This study mainly focuses on the KSB of students in OPBL activities using the LINE app to support collaborative learning in nursing internship educational programs
Summary
Developing problem-solving skills and higher-order thinking abilities of students is the objective of various educational institutions. The dynamics of the use of social media tools (i.e., instant messaging services, social networking services, wiki systems, etc.) for facilitating OPBL in the context of internship educational programs in higher education institutes is under-addressed in the literature. It is unclear whether the knowledge sharing behavior (KSB) of nursing students can be encouraged via social-media-supported (e.g., LINE, WeChat, and Facebook) collaborative learning activities that implement the OPBL teaching approach, especially in the context of nursing internship educational programs. Abilities of students are improved when problem-solving activities are conducted to encourage debates or discussion with peers, which can help them determine the best information/knowledge, fitting their needs to solve ill-structured and complicated realworld problems (e.g., Chang et al, 2012; Peng et al, 2021)
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