CHU , Samuel Kai Wah, Associate Professor Head, Division of Information and Technology Studies

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IS KNOWLEDGE MANAGEMENT IN DECLINE? HOW VARIOUS SOCIAL MEDIA (FACEBOOK, BLOG, AND WIKI) CAN SUPPORT KM IN LEARNING?

CHU, Samuel Kai Wah, Associate Professor

Head, Division of Information and Technology Studies

Deputy Director, Centre for Information Technology in Education

Faculty of Education, The University of Hong Kong

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Is Knowledge Management (KM) in decline?

• Most Admired Knowledge Enterprises (MAKE) Awards• KM in Hong Kong• Dr Bonnie Cheuk's experience and observation

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Most Admired Knowledge Enterprises (MAKE) Awards• Commenced in 1998 (makeawards.com, 2014)

• Leaders in transforming individual and enterprise knowledge into shareholder value

• Eight criteria to evaluate the nominee that involves many factors like knowledge-oriented culture, leadership, knowledge intensive products, services, and solutions, intellectual capital maximization, knowledge sharing environment, organizational learning, customer knowledge, and value creation (makeawards.com, 2014)

• MAKE company who has satisfactory knowledge management performance always have outstanding financial and business performance (makeawards.com, 2014)

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MAKE awards across the globeGlobal MAKEAmazon.comAppleGeneral ElectricGoogle IncHewlett-PackardIBMMicrosoft

Asian MAKEHonda Motor Co LtdInfosys LimitedPOSCOVale S.A.China Merchants Securities Co., Ltd.LG ElectronicsSingapore Airlines

European MAKEBP PLCBMWEricssonKoninklijke Philips NVNovartisRoyal Dutch ShellSiemens

Hong Kong MAKEHong Kong Police Force Pfizer CorporationCafe de Coral Holdings LimitedHutchison Telecommunications Hong Kong Holdings LimitedMTR Corporation LimitedP&G

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MAKE awards in recent years

Member of the Judging Panel of the 2009, 2011 & 2014 Hong Kong Most Admired Knowledge Enterprise Award – Sam Chu

HK MAKE AWARD (2008-2014) China MAKE (started 2-3 years ago)

Listed companies from 2008 to 2014: GP Batteries International Limited MTR Corporation LimitedHutchison Telecommunications Hong Kong Holdings LtdPfizer Corporation Hong Kong LtdCafe de Coral Holdings LimitedERM - Hong Kong, LimitedOrient Overseas Container Line LtdAdidas Sourcing LtdCathay Pacific Airways LtdNon-Listed companies: 2008 to 2014: Arup Hong KongHong Kong Police ForceThe Hong Kong and China Gas Co. Ltd.CCC Heep Woh College Ernst & Young, Hong Kong

TsingtaoBaosteelChina Merchants BankTianhuaErnst and Young

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Companies value KM awards

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Development of KM in Hong Kong• Started with consulting firms• Then with corporations, government departments, & NGO

(non-governmental organization)• In recent years, with education

• 1st major KM in Education seminar held by the Knowledge Management Research Center in 2011

• 1st PhD thesis on KM in school education – Implementing knowledge management in school environment : a principal's leadership-driven approach, by Chu Kai Wing in 2013 at HKU

• Education Bureau begins to apply KM

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Bonnie Cheuk's experience & observation - 1

Source: http://bonniecheuk.blogspot.tw/

http://bonniecheuk.blogspot.tw/



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Source: http://www.erm.com/en/Analysis-and-Insight/Publications/Publications-Archive-2009---2010/Using-Minerva-to-Create-Health--Safety-Success/

Source: http://collaboration2013.we-conect.com/en/preview/speakers/speakers-overview/




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Bonnie won the Environmental Business Journal Award for Organizational Innovation (2008) and Neilson's Top 10 Best Intranet Award 2009 for ERM, the world's largest environmental consulting firm - http://collaboration2013.we-conect.com/en/preview/speakers/speakers-overview/




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References• makeaward.com. (2014). Introduction. Retrieved October

20, 2014, from http://www.makeaward.com/intro.php

• makeaward.com. (2014). Assessment Criteria. Retrieved October 20, 2014, from

http://www.makeaward.com/ac.php

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KNOWLEDGE MANAGEMENT USING SOCIAL MEDIA:A COMPARATIVE STUDY BETWEEN BLOGS AND FACEBOOK


Ng, Ka Wan, former HKU MScLIM student


Pokfulam Road, Hong Kong

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INTRODUCTION - 1• Social media is defined as “a group of internet-based

application that build on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of user generated content” (Kaplan & Haenlein, 2010, p. 61)

• Examples of social media include blogs, social networking sites, wikis, video and photo-sharing sites, etc.

• Social media has recently emerged as a promising technology for knowledge management (KM) (Levy, 2009; Yates & Paquette, 2011).

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LITERATURE REVIEW - 1

An Integrated KM Cycle (Dalkir, 2011)

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LITERATURE REVIEW - 2• Blogging was found to be a good learning tools for

internship by facilitating information and knowledge sharing (Chu, Kwan & Warning 2012)

• Receiving emotional support and feedbacks from both teachers and peers are important to student internship experiences (Murray-Harvey, 2001)

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LITERATURE GAP• Unsure about the effects of using Facebook as the

communication tool during students’ internship

• Very few studies, if any, have focused on comparing blogs and Facebook in terms of their effectiveness in facilitating knowledge management and cultivating a knowledge sharing culture during internship.

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RESEARCH QUESTIONS• Purpose: To examine the incorporation of Blogs and

Facebook into internship of two groups of students over six cohorts: 3 years of Blogs intern users (n=47) and 3 years of Facebook intern users (n=64).

• Research questions:• How do student users use Blogs and Facebook for knowledge

management? • Is Blogs or Facebook a better tool in facilitating knowledge

management activities?• Is Blogs or Facebook a better tool in cultivating a knowledge

sharing culture?

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RESEARCH METHODS• Mixed research method

• Qualitative data• Content analysis of blog/Facebook posts• Interviews

• Quantitative data• Questionnaire on participants’ perceptions

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PARTICIPANTS• The study involved two groups of students (n=111) from the

Bachelor of Information Management (BScIM) program.

• They were asked to document their knowledge and experience gained during their internship (2-3 months)

• Group 1 (n=47) used blogs (Xanga, Blogger, Drupal and YouBlog)• 2006-2008

• Group 2 (n=64) used Facebook• 2011-2013

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INSTRUCTIONAL DESIGN• A blog site or a Facebook private group page was set up

and made accessible to only the participating students and course lecturers.

• Students were asked to reflect and share their internship experience on the online platform every one to two days.

• They were also told to post a minimum of one to two comments to their peers’ logs every week.

• For both groups of students, their engagement in the corresponding online platform constitutes to part of their final grade of the course.

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DATA COLLECTION - 1• Content analysis

• The blog entries, posts and comments were extracted from the online blogging system and Facebook at the end of each internship period.

• Questionnaire• Prompts users’ perceptions of blogs/Facebook for mutual support

and collaboration

• Structured telephone interviews• Investigate users’ perception of blogs/Facebook as a knowledge

management tool

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DATA ANALYSIS - 1• The content of the students’ blogs and Facebook was

analyzed qualitatively using NVivo 10 software.

• Each blog entry, Facebook post or comment was considered as a unit of analysis.

• The coding framework was developed from the preliminary coding.

• The content was first classified into either knowledge management processes or socio-emotional expressions.

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DATA ANALYSIS - 2Theme Definition Sample referenceKnowledge capture

Knowledge reflection

reflections on or discoveries of knowledge related to professional practices

From the reference materials, I have learnt new thing besides the questions’ design. What I learnt this time is “Coding” for questionnaire. Assigning codes for the answers of questionnaire can simplify the process of analyzing respondent’s responses. It is because we cab simply input the code of answer of each question into the computer.

Experience capture

personal insights into the meaning and implications of professional experiences

During the meeting with client, I learnt more about the relationship between online payment and card industry. I realized that transaction done through virtual environment is similar to face to face transaction. The only different is the channel.

Knowledge sharing and dissemination

Knowledge sharing

sharing, disseminating or exchanging of ideas and knowledge among the individuals

Hong Kong Exchanges and Clearing Limited is one of the frequently used website for retrieving information for intranet profiling of listed companies reports. Stock code search can be found in Advanced Search Options

Posting questions

questions that facilitate communication and discussion among users

I also think of that but I don’t know which database would be useful. Do you have any suggestion?

Providing feedback

responses to another post that contribute to knowledge building or sharing

A student talked about the function of “linear regression” of SPSS in the reflective posting, a participant replied: I think this function is much complicated than the functions I have used before. When running the Linear Regression, I need to enter quite a lot of dependent and independent variables to the syntax. This step should be very careful done to prevent the loss of any variables. Otherwise, the results will be different and incorrect.

Knowledge acquisition and application

Knowledge construction

discussion and co-construction on theunderstanding of a topic or knowledge area

A: In the school library in my secondary school, popular titles , such as Chinese fiction series would adopted “double packing” , but it only used when there were not enough space. Therefore, the location of the doubled-packed books were flexible.B: For government gazettes, “double packing” is very useful since the title will be updated at least once a week. This practice really serves a lot of spaces.

Problem solving

experience of applying knowledge in solving the problems encountered in professional practice

Although the search functions in MS ACCESS were not user-friendly, a user could still search the specific panel. We designed a large range of keyword tables that easily hit the data entry. Therefore, we successfully increased the search results.

Table 1 Coding framework of knowledge management processes

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DATA ANALYSIS - 3

Theme Definition Sample references

Emotional expressions

Positive emotions pleasurable affective expressions including joy, happiness, gratitude and contentment

I am so happy that everything is on schedule, and I had been involved in several projects and process already, it’s really enhance my experience.

Negative emotions unpleasurable affective expressions including distress, anxiety, depression and anger

Sometimes, I would be sad after listening to these kind of call. It seemed that the questions I have asked irritate the patients and made them upset.

Social support assistance and resource that individuals provide to others through social relationships

Do take care of yourself and don't let the internship ruin your health.

Table 2 Coding framework of socio-emotional expressions

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DATA ANALYSIS - 4

Source: Chu, S.K.W., Chan, C.K.K., & Tiwari, A.F.Y. (2012). Using blogs to support learning during internship. Computers & Education, 58(3), 989-1000.

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DATA ANALYSIS - 5

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DATA ANALYSIS - 6• The quantitative data were analyzed using SPSS version

20.0.

• Responses on the Likert-type scales were summarized and analyzed using descriptive statistics.

• Mann–Whitney tests were employed to compare the perceptual differences between blog and Facebook users. Statistical significance level was set at p < 0.05.

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RESULTS AND DISCUSSION - 1Knowledge management activities on blogs and Facebook

Blogs (n=47)Mean

Facebook (n=64)Mean

Knowledge capture 8.04 12.80

Knowledge reflection 4.40 4.89

Experience capture 3.64 7.91

Knowledge sharing and dissemination 7.68 14.94

Information sharing 2.38 3.72

Posting questions 1.81 3.05

Providing feedback 3.36 8.17

Knowledge acquisition and application 0.64 0.95

Knowledge construction 0.13 0.25

Problem solving 0.51 0.70

Table 3 Distribution of coded blogs and posts in the theme of knowledge management processes

Note: The figures represent the average number of Blog entries/Facebook posts each participant contributed.

Knowledge captureThe popularity and user-friendly interface of Facebook, as identified by a participant (HTH), were the key factors that facilitate its users to elicit tacit knowledge, and allowed it to overtake blogs in instant and quick knowledge capture.

Knowledge sharing and disseminationAs noted by one of the participants (WCM), “when you posted anything in the group, everyone can view it. With notifications users can read the most updated comments from their friends easily and immediately. Hence, it helps facilitate knowledge sharing.”

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RESULTS AND DISCUSSION - 2Socio-emotional expressions on blogs and Facebook

Blogs (n=47) Facebook (n=64)

Emotional expressions 14.51 9.50

Positive emotions 10.49 7.02

Negative emotions 4.02 2.48

Social support 5.09 3.56

Table 4 Distribution of coded blogs and posts in the theme of socio-emotional expressions

Note: The figures represent the average number of Blog entries/Facebook posts each participant contributed.

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RESULTS AND DISCUSSION - 3Perception of social support via blogging and Facebook

Table 5 Students’ overall rating on the use of Blogs and Facebook

Notes: Ratings are based on a 4-point Likert-type scale: 1-‘Strongly disagree’, 2-‘Disagree’, 3-‘Agree’, and 4-‘Strongly agree’ (With a mid-point of 2.5). *statistically significant at p < 0.05.

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REFERENCES• Dalkir, K. (2011). Knowledge Management in Theory and Practice. England, Cambridge:

The MIT Press.• Ferdig, R. E. & Trammell, K. D. (2004). Content delivery in the 'Blogosphere'. Technological

Horizons in Education Journal, 31, 7. Retrieved from http://www.thejournal.com/magazine/vault/articleprintversion.cfm?aid=4677

• Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social media. Business Horizons, 53(1), 59-68.

• Levy, M. (2009). Web 2.0 implications on knowledge management. Journal of Knowledge Management, 13(1), 120-134.

• Ojala, M. (2005). Blogging for knowledge sharing, management and dissemination. Business Information Review, 22, 269–276.

• Wiig, K. (1997). “Knowledge Management: Where Did it Come From and Where Will It Go?”, Expert Systems with Applications, Special Issues on Knowledge Management, 13(1), 1-14.

• Wong, K., Kwan, R. & Leung, K. (2011). An Exploration of Using Facebook to Build a Virtual Community of Practice. Proceedings of the 4th International Conference, ICHL 2011 (pp. 316-324), Hong Kong, China.

• Yates, D. & Paquette, S. (2011). Emergency Knowledge Management and Social Media Technologies: A Case Study of the 2010 Haitian Earthquake. International Journal of Information Management, 31(1), 6-13.

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HOW CAN WIKI FACILITATE KM IN STUDENTS’ GROUP PROJECT LEARNING?


Yu, Kai Cheng, HKU student


Pokfulam Road, Hong Kong

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PARTICIPANTS• Students in 3 education levels, (total N = 801),

participated in a survey• Group 1 386 primary school students • Group 2 347 secondary school students • Group 3 67 university school students

• They were asked to answer a questionnaire including five criteria after their project completion with aid of wiki tools. • Learning 4-6 questions• Motivation 4-6 questions• Group Interaction 4-6 questions• Technology 4-6 questions• Knowledge management ( 0 for primary, 3 for secondary and 6 for

university)

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QUESTIONNAIRE-University Student -1

Learning Mean(SD)

• Use of the Google sites enhanced my interest in the course.

• I would like to see Google sites used in other courses.

• I will retain more material as a result of using the Google sites.

• I participated in the assignment more because of using the Google sites.

• Use of the Google sites aided me in achieving course objectives.

3.07± (0.84)

3.13± (0.99)

3.43± (0.74)

3.03± (0.99)

3.24± (0.91)

Motivation Mean(SD)

• Benefit of using the Google sites is worth the extra effort & time required to learn it.

• I would recommend classes that use the Google sites to other students.

• I would prefer classes that use Google sites over other classes that do not use Google sites.

• I will continue to explore use of Google sites for education.

• I stayed on the task more because of using the Google sites.

3.30± (0.76)

3.12± (0.78)

2.84± (0.84)

3.16± (0.81)

3.14± (0.90)

Technology Mean(SD)

• The Google sites interface and features were overall easy to understand.

• Benefits of using the Google sites outweighed any technical challenges of its use.

• Browsing / editing information in the Google sites was easy.

• Compared to Moodle’s / WebCT’s discussion board, the Google sites was easier to use.

• Technical features in the Google sites helped enhance my learning.

3.37± (0.76)

3.21± (0.82)

3.38± (0.98)

3.19± (1.00)

3.07± (0.94)

Group Interaction Mean(SD)

• I liked seeing other students’ interactions with material I posted in the Google sites.

• Use of the Google sites for the assignment helped me interact more with students.

• Because of using the Google sites, my group was able to come to a consensus fast

• I learned more because of information posted by other students’ in the Google sites.

• Use of the Google sites promoted collaborative learning.

3.34± (0.93)

3.25± (0.86)

3.24± (0.85)

3.27± (0.78)

3.43± (0.73)

Sample Size N = 67 (for all questions)Likert Scale: 1 Strongly Disagree to 5 Strongly Agree

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QUESTIONNAIRE-University Student -2

Knowledge Management Mean(SD)

• Google sites is an enabling tool for knowledge creation (e.g. development of new knowledge and innovations that did not exist before)

• Google sites as an enabling tool for knowledge capturing (i.e. saving and publishing knowledge by using an easy-to-use publishing tool that allows text editing, adding multimedia files, building links and organizing with tags).

• Google sites is an enabling tool for knowledge sharing.• Google sites is an enabling tool for knowledge dissemination (e.g. broadcasting

it to a larger population).• Google sites is an enabling tool for knowledge acquisition (i.e. learning new

knowledge).• Google sites is an enabling tool for knowledge application (i.e. applying

knowledge gained from working on the course projects to another context).

3.61 ± (0.63)

3.23 ± (0.81)

3.36 ± (0.74)

3.54 ± (0.72)

3.40 ± (0.65)

3.42 ± (0.73)

Sample Size N = 67 (for all questions)Likert Scale: 1 Strongly Disagree to 5 Strongly Agree

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Primary Level – Google Sites

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Secondary Level - PBWorks

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University- WikiBooks

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DATA ANALYSIS - 1• The data from the survey was analyzed using SPSS

v.22.0. • Overall comparison between 3 education levels

• Use mean of all questions in one criteria as statistics• Overall scale is from 1 (strongly disagree) to 5 (strongly agree)

• Primary school question scale 1 – 5.• Secondary school question scale 1 – 5.• University question scale 1 – 7 , rescale each question by 5/7.

• One sample t-test on each criteria with confidence interval (i.e. CI ) • Assumptions using t-test: sample is large ( n > 30 ).• Shows in column chart with mean value and CI displayed.

Note:confidence interval calculated from the given sample set. It is an estimated range of plausible values of the true value, or the true mean of the population. A 95% CI means that there is a 95% probability that one will find the true value in the estimated range. The width of the CI indicates the reliability of the estimation. A narrower CI indicates more reliable result than a wider CI (Dalgaard, 2002).

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DATA ANALYSIS – 2• Knowledge Management construct

• Only involve secondary school and university • One sample t-test on 3 common questionnaire questions

• Knowledge creation• Knowledge sharing• Knowledge dissemination

• Independent sample t-test on these 3 question to see if there’s a difference between the 2 groups• Set the significant level p<0.05 • Compare the means between two groups, secondary and university

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RESULT Overall Comparison

Learning MotivationGroup

InteractionTechnology KM

Graph notation:Y-Axis: (Likert Scale) 1 (Strongly disagree) – 5 (Strongly agree)Red line: stands as neutral.

Like

rt S

cale

95% CI: 95% probability that one will find the true value in the estimated range.

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RESULT KM Impact Comparison

Knowledge TransferringKnowledge SharingKnowledge Creation

Like

rt S

cale


Graph notation:Y-Axis: (Likert Scale) 1 (Strongly disagree) – 5 (Strongly agree)Red line: stands as neutral.

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RESULT University Level


Knowledge creation A process which results in non-existing knowledge. (Hari, S., Egbu, C., Kumar, B. ,2005)

Knowledge capturingFinding ways to make tacit knowledge explicit. (Smith, 2000),2005)

Knowledge acquisitionA process of acquire existing knowledge, from knowledge capturing and creation process. (Gold, Malhotra, Segars,2001)

Knowledge applicationActual use of knowledge captured or created in KM cycle.(Dalkir, 2005)

Knowledge transferringA process of getting a packet of knowledge from one organization to another.(Stuhlman, 2006)

Knowledge sharingA process of exchange of knowledge. (Stuhlman, 2006)

Graph notation:Y-Axis: (Likert Scale) 1 (Strongly disagree) – 5 (Strongly agree)

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Obstacles for using Wiki Tools

Negative Comments (No. of Students):TWiki: Difficulty in formatting (5) Time consuming to learn to use the editing tools (4) Technical problems, e.g. server problem (3) Difficult to identify each member's contribution (1) Available functions are primitive (1)

From: “Chu, S. (2008). TWiki for knowledge building and management. Online Information Review, 32(6): 745-758.”

Negative comments given by students to TWiki

What’s the circumstances now?

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References• Chu, S. (2008). TWiki for knowledge building and management. Online Information Review, 32(6):

745-758 .• Dalgaard, P. (2002). Introductory Statistics With R. New York: Springer. • Dalkir, K. (2005). Knowledge Management In Theorey And Practice. Burlington: Elsevier

Butterworth-Heinnemann.• Field, A. (2009). Discovering Statistics Using SPSS 3rd Edition. London: SAGE.• Hari, S., Egbu, C., Kumar, B. (2005). A knowledge capture awareness tool: An empirical study on

small and medium enterprises in the construction industry. Engineering, Construction and Architectural Management, 12, 533-567.

• Gold, A.H., Malhotra, A., Segars, A.H. (2001). Knowledge Management: An Organizational Capabilities Perspective. Journal of Management Information Systems, Summer, 18(1), 185-214

• Smith, L. (2000). Knowledge discovery, capture and creation. Bulletin of the American Society for Information Science, 26, 11-12.

• Stuhlman, D. D. (2006). Knowledge Management Terms. Retrieved Dec 15, 2007 from http://home.earthlink.net/~ddstuhlman/defin1.htm.

CHU , Samuel Kai Wah, Associate Professor Head, Division of Information and Technology Studies

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