Abstract
ABSTRACT In this document we examine the effects of knowledge sharing motivations in terms of reputation and expected relationships, perceived enjoyment, and anchoring on the perceived usefulness of asynchronous online discussions. Our goal for conducting this study is to develop a deeper understanding of the dynamics of students’ interactions in online discussions. This study provides added insights to help explain students’ motivations for participation in online discussions. A better use of asynchronous online discussions can aid our efforts towards making improvements in students’ engagement. In previous years, students exhibited low interest, effort, enthusiasm, and engagement in business statistics courses. We implemented two forms of asynchronous online discussions to help increase the interaction and engagement of students. We propose a research model that can help explain the dynamics and effects on the perceived usefulness asynchronous online discussions. Keywords Anchored asynchronous online discussions; knowledge sharing motivation, technology acceptance.
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