Abstract
This qualitative study investigated online interpersonal trust formation in knowledge-sharing (KS) practice, with emphasis on the interplay between the physical and virtual social contexts. Data were collected during a 6-month period from phenomenological interviews of 49 elementary and junior high school teachers who used a Web-based knowledge management system (KMS) to share their knowledge. Interpretive analysis revealed three important facets of the interpersonal trust formation process in using Web-based KMS: (a) the social role of the teachers, (b) the rigid and tight professional community, and (c) the keys to breaking through. Results of this study can lead to a better understanding of how an individual's perception is shaped and to what extent social factors affect knowledge-sharing practice in virtual communities. In addition to the practical implications to those who intend to manage knowledge-intensive activities, our study demonstrates the relevance of phenomenology for trust in KS research and provides a new way of viewing knowledge management problems in terms of human consciousness.
Published Version
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