Antecedents of Knowledge Transfer in E-learning

Abstract

This research examines the antecedents of knowledge transfer from teachers to students in E-learning. Drawing from the E-learning and knowledge transfer literatures, we develop an integrated theoretical model that posits that knowledge transfer is influenced by four sets of factors: knowledge-related, transfer contextual, teacher-related and student-related aspects. Data were collected from respondent teachers and students using online questionnaire. The results of the analysis demonstrate that all four aspects have a significant influence on knowledge transfer in E-learning, and provide support for 8 of the 9 hypotheses. The analysis also confirms four mediating relationships. These research results extend, augment, and apply prior research to an increasingly prevailed E-learning domain. Our research contributes to theory and practice in E-learning by focusing on knowledge transfer as the crucial aspect and integrating theory developed in other knowledge transfer contexts.