Ghasem Salimi; Mehdi Mohamaddi; Mahboubeh Mehrvarz; Kamal Hashemi
Abstract
Background Today knowledge and information sharing by means of new technologies among university students and faculty members is important. Therefore, it is necessary to identify factors which influence knowledge sharing among university students. Objectives The main purpose of the present study was ...
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Background Today knowledge and information sharing by means of new technologies among university students and faculty members is important. Therefore, it is necessary to identify factors which influence knowledge sharing among university students. Objectives The main purpose of the present study was to examine the role of technology acceptance in improving knowledge sharing among students of Shiraz University of Medical Sciences, Shiraz, Iran. Methods In this applied research, a descriptive-analytic cross-sectional study was used. The study sample consisted of 228 medical students from Shiraz University of Medical Sciences. The data collection tools included two questionnaires, i.e., technology acceptance (Toe, 2011) and knowledge sharing (Van den Hoof & Van Weenen, 2004) questionnaires. The validity of these scales in terms of form and content was examined by experts in the field, and their reliability was confirmed by measuring Cronbach’s alpha coefficients. The reliability of technology acceptance and knowledge sharing questionnaires was 0.83 and 0.72, respectively. After confirming the validity and reliability of the questionnaires, they were distributed among the participants. Finally, the collected data were analyzed using one-sample -test and Pearson’s correlation coefficient test in SPSS and structural equation modeling (SEM) in Lisrel 8.8. Results The results of one-sample -test showed that the levels of technology acceptance and knowledge sharing were higher than the acceptable level among medical students. In addition, the results of Pearson’s correlation test indicated a significant positive relationship between technology acceptance (and its components) and knowledge sharing. In addition, SEM showed that technology acceptance is a significant positive predictor of knowledge sharing among students. Among different components of technology acceptance, only perceived usefulness (PU) and facilitating conditions (FC) were significant predictors of knowledge collecting (P = 0.37 and 0.28, respectively). Nevertheless, other components of technology acceptance could not predict different types of knowledge sharing. Conclusions The present results showed that PU and FC could predict the knowledge sharing of students more than other components. To improve knowledge sharing in the context of higher medical education, different aspects of technology acceptance need to be evaluated and expanded; accordingly, establishment of new educational policies is necessary.
Mahdi Mohammadi; Fahimeh Keshavarzi; Reza Naseri-Jahromi; Athar Rasekh-Jahromi Rasekh-Jahromi
Volume 12, Issue 5 , February 2016, , Pages 692-700
Abstract
Background & Objective: Students love of learning and need for learning lead to adopting of strategies which are the grounds for innovation especially at a global level Therefore the implementation of effective methods and strategies to create motivation and interest in learning in students seems ...
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Background & Objective: Students love of learning and need for learning lead to adopting of strategies which are the grounds for innovation especially at a global level Therefore the implementation of effective methods and strategies to create motivation and interest in learning in students seems essential The main purpose of this study was to study the relationship between medical students love of learning need for learning and passion for searching and global innovation Methods: This correlational descriptive study was carried out on students of Jahrom University of Medical Sciences Iran during the 20142015 academic years From among 338 students 200 students (86 men and 114 women) were selected through random sampling method and using the Cochran formula The data collection tools consisted of McFarlanes Love of Learning Questionnaire Mowen Lifelong Learning Questionnaire the Sensation Seeking Scale and Hurts Global Innovation Questionnaire Data were analyzed using the Pearson correlation coefficient and linear regression in SPSS software Results: The findings indicated that love of learning and need for learning were significant positive predictors of students global innovation (R2 = 044 P < 0001) and passion for searching (R2 = 027 P < 0001) The passion for searching was a direct positive and significant predictor of students global innovation (R2 = 037 P < 0001) The mediator variable of passion for searching had a key position in the relationship of love for learning and need for learning with students global innovation Conclusion: Based on the relationship between exogenous mediator and endogenous variables it seems that the love for learning is considered to be strength In addition through perseverance individuals will win various merits Thus universities should create the grounds for students innovation by providing the necessary conditions for the flourishing of talent and creating of interest and love of learning through the passion for searching