Raisiffah Kunthi, R. Wahyuni, Mochammad Umar Al-Hafidz, D. I. Sensuse
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Exploring antecedent factors toward knowledge sharing intention in E-learning
This study explained factors in terms of intention to sharing knowledge among students in e-learning contexts. For this purpose, we adopt social cognitive theory (knowledge self-efficacy), social exchange theory (trust, perceived status), activity theory (learning outcomes), Technology Acceptance Model (perceived usefulness), and additional construct (knowledge power) to understand antecedent factor affecting knowledge sharing intention in e-learning. A survey from 152 respondents and data analyzed data using SmartPLS 3.0 showed that learning outcomes, knowledge self-efficacy and trust has a positive impact on knowledge sharing among students. In contrast, knowledge power, perceived usefulness and perceived status has a negative impact on student intention to sharing knowledge sharing in e-learning.