Please use this identifier to cite or link to this item: https://doi.org/10.1109/TEM.2011.2144988
DC FieldValue
dc.titleInteraction of individual and social antecedents of learning effectiveness: A study in the IT research context
dc.contributor.authorKankanhalli, A.
dc.contributor.authorPee, L.G.
dc.contributor.authorTan, G.W.
dc.contributor.authorChhatwal, S.
dc.date.accessioned2013-07-11T10:08:09Z
dc.date.available2013-07-11T10:08:09Z
dc.date.issued2012
dc.identifier.citationKankanhalli, A., Pee, L.G., Tan, G.W., Chhatwal, S. (2012). Interaction of individual and social antecedents of learning effectiveness: A study in the IT research context. IEEE Transactions on Engineering Management 59 (1) : 115-128. ScholarBank@NUS Repository. https://doi.org/10.1109/TEM.2011.2144988
dc.identifier.issn00189391
dc.identifier.urihttp://scholarbank.nus.edu.sg/handle/10635/42394
dc.description.abstractIndividual learning is key to performance for knowledge-intensive activities such as information technology research. Individuals learning effectiveness is inevitably influenced by both individual differences and the social forces of their surrounding context. While learning can be arduous and the effects of both sets of factors need to be understood to facilitate it, prior studies have typically examined social and individual aspects separately. This study integrates individual factors from the symbolic cognition perspective with social factors from the situated cognition view in a model to explain learning effectiveness. The model was tested through a survey of individual learners working on information technology-related research projects. The findings indicate that the individual factors of knowledge sourcing initiative and learning orientation as well as the social factors of shared understanding and prosharing norms have significant influences on individuals learning effectiveness. Further, network ties and prosharing norms interact with learning orientation and knowledge sourcing initiative, respectively, to influence learning effectiveness. Implications of these findings for research and practice are discussed. © 2006 IEEE.
dc.description.urihttp://libproxy1.nus.edu.sg/login?url=http://dx.doi.org/10.1109/TEM.2011.2144988
dc.sourceScopus
dc.subjectAbsorptive capacity
dc.subjectknowledge sourcing initiative
dc.subjectlearning effectiveness
dc.subjectlearning orientation
dc.subjectsocial capital
dc.typeArticle
dc.contributor.departmentINFORMATION SYSTEMS
dc.description.doi10.1109/TEM.2011.2144988
dc.description.sourcetitleIEEE Transactions on Engineering Management
dc.description.volume59
dc.description.issue1
dc.description.page115-128
dc.description.codenIEEMA
dc.identifier.isiut000299431000010
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