63
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Knowledge diffusion and convergence in open learning environments as a social contagion

ORCID Icon & ORCID Icon
Received 26 Oct 2023, Accepted 28 May 2024, Published online: 18 Jun 2024

References

  • Aarts, H., Gollwitzer, P. M., & Hassin, R. R. (2004). Goal contagion: perceiving is for pursuing. Journal of Personality and Social Psychology, 87(1), 23. https://doi.org/10.1037/0022-3514.87.1.23
  • Abedini, A., Abedin, B., & Zowghi, D. (2021). Adult learning in online communities of practice: A systematic review. British Journal of Educational Technology, 52(4), 1663–1694. https://doi.org/10.1111/bjet.13120
  • Afzalan, N., & Muller, B. (2014). The role of social media in green infrastructure planning: A case study of neighborhood participation in park siting. Journal of Urban Technology, 21(3), 67–83. https://doi.org/10.1080/10630732.2014.940701
  • Anderson, J. R., & Bower, G. H. (2014). Human associative memory. Psychology press.
  • Asher, S. R., & Dodge, K. A. (1986). Identifying children who are rejected by their peers. Developmental Psychology, 22(4), 444. https://doi.org/10.1037/0012-1649.22.4.444
  • Bartolome, A., & Steffens, K. (2015). Are MOOCs promising learning environments? Comunicar, 22(44), 91–99. https://doi.org/10.3916/C44-2015-10
  • Berten, H., & Van Rossem, R. (2011). Mechanisms of peer influence among adolescents: Cohesion versus structural equivalence. Sociological Perspectives, 54(2), 183–204. https://doi.org/10.1525/sop.2011.54.2.183
  • Burgess, L. G., Riddell, P. M., Fancourt, A., & Murayama, K. (2018). The influence of social contagion within education: A motivational perspective. Mind, Brain, and Education, 12(4), 164–174. https://doi.org/10.1111/mbe.12178
  • Burt, R. S. (1987). Social contagion and innovation: Cohesion versus structural equivalence. American Journal of Sociology, 92(6), 1287–1335. https://doi.org/10.1086/228667
  • Burt, R. S. (1999). The social capital of opinion leaders. The ANNALS of the American Academy of Political and Social Science, 566(1), 37–54. https://doi.org/10.1177/000271629956600104
  • Chen, L., Lu, H., & Zheng, Q. h. (2019). Conceptualizing knowledge in“Internet + education”. The nature of knowledge and knowledge evolution. China Distance Education, (07), 10–18+92. https://doi.org/10.13541/j.cnki.chinade.2019.07.003
  • Collins, A. M., & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behavior, 8(2), 240–247. https://doi.org/10.1016/S0022-5371(69)80069-1
  • Culbertson, S. S., Fullagar, C. J., Simmons, M. J., & Zhu, M. (2015). Contagious flow: Antecedents and consequences of optimal experience in the classroom. Journal of Management Education, 39(3), 319–349. https://journals.sagepub.com/doi/10.11771052562914545336
  • Eng, T.-Y. (2004). Implications of the internet for knowledge creation and dissemination in clusters of hi-tech firms. European Management Journal, 22(1), 87–98. https://doi.org/10.1016/j.emj.2003.11.011
  • Erdil, E., Akçomak, İS, & Çetinkaya, U. Y. (2022). Is there knowledge convergence Among European regions? Evidence from the European Union framework programmes. Journal of the Knowledge Economy, 1243–1267. https://doi.org/10.1007/s13132-021-00754-5
  • Freedman, J. L., & Loftus, E. F. (1971). Retrieval of words from long-term memory. Journal of Verbal Learning and Verbal Behavior, 10(2), 107–115. https://doi.org/10.1016/S0022-5371(71)80001-4
  • Fujimoto, K., & Valente, T. W. (2012). Social network influences on adolescent substance use: Disentangling structural equivalence from cohesion. Social Science & Medicine, 74(12), 1952–1960. https://doi.org/10.1016/j.socscimed.2012.02.009
  • Godinho, M. M., & Mamede, R. P. (1999). Technological Convergence in Europe: what are the main issues? https://ideas.repec.org/a/spr/jknowl/v13y2022i2d10.1007_s13132-021-00754-5.html.
  • Guilbeault, D., Becker, J., & Centola, D. (2018). Complex contagions: A decade in review. Complex Spreading Phenomena in Social Systems, 3–25. https://doi.org/10.1007/978-3-319-77332-2_1
  • Hayek, F. A. v. (2005). The use of knowledge in society. In Readings in the economics of the division of labor: The classical tradition (pp. 270–284). World Scientific. https://doi.org/10.1142/9789812701275_0025
  • Hidalgo, C. A., Klinger, B., Barabási, A. L., & Hausmann, R. (2007). The product space conditions the development of nations. Science, 317(5837), 482–487. https://doi.org/10.1126/science.1144581
  • Huang, H. C., Shih, H. Y., & Wu, Y. C. (2011). Contagion effects of national innovative capacity: Comparing structural equivalence and cohesion models. Technological Forecasting and Social Change, 78(2), 244–255. https://doi.org/10.1016/j.techfore.2010.07.017
  • Jacobson, M. J., Kapur, M., & Reimann, P. (2016). Conceptualizing debates in learning and educational research: Toward a complex systems conceptual framework of learning. Educational Psychologist, 51(2), 210–218. https://doi.org/10.1080/00461520.2016.1166963
  • Jeong, D., Lee, K., & Cho, K. (2018). Relationships among international joint research, knowledge diffusion, and science convergence: the case of secondary batteries and fuel cells. Asian Journal of Technology Innovation, 26(2), 246–268. https://doi.org/10.1080/19761597.2018.1522961
  • Kaminski, J. (2011). Diffusion of innovation theory. Canadian Journal of Nursing Informatics, 6(2), 1–6. https://cjni.net/journal/?p=1444.
  • King, R. B. (2020). Mindsets are contagious: The social contagion of implicit theories of intelligence among classmates. British Journal of Educational Psychology, 90(2), 349–363. https://doi.org/10.1111/bjep.12285
  • King, R. B., & Datu, J. A. (2017). Happy classes make happy students: Classmates’ well-being predicts individual student well-being. Journal of School Psychology, 65, 116–128. https://doi.org/10.1016/j.jsp.2017.07.004
  • Kowch, E., & Schwier, R. (1997). Considerations in the construction of technology-based virtual learning communities. Canadian Journal of Educational Communication, 26(1), 1–12. https://www.learntechlib.org/p/85962/.
  • Limoges, C., Scott, P., Schwartzman, S., Nowotny, H., & Gibbons, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. The New Production of Knowledge, 1–192. https://www.torrossa.com/en/resources/an/5017649.
  • Loersch, C., Aarts, H., Payne, B. K., & Jefferis, V. E. (2008). The influence of social groups on goal contagion. Journal of Experimental Social Psychology, 44(6), 1555–1558. https://doi.org/10.1016/j.jesp.2008.07.009
  • McLean, D. D., & Jensen, R. R. (2004). Community leaders and the urban forest: A model of knowledge and understanding. Society & Natural Resources, 17(7), 589–598. https://doi.org/10.1080/08941920490466387
  • Mendoza, N. B., & King, R. B. (2020). The social contagion of student engagement in school. School Psychology International, 41(5), 454–474. https://doi.org/10.1177/0143034320946803
  • Meyer, M. (2000). Does science push technology? Patents citing scientific literature. Research Policy, 29(3), 409–434. https://doi.org/10.1016/S0048-7333(99)00040-2
  • Nonaka, L., Takeuchi, H., & Umemoto, K. (1996). A theory of organizational knowledge creation. International Journal of Technology Management, 11(7-8), 833–845. https://doi.org/10.1504/IJTM.1996.025472
  • Rambaran, J. A., Hopmeyer, A., Schwartz, D., Steglich, C., Badaly, D., & Veenstra, R. (2017). Academic functioning and peer influences: A short-term longitudinal study of network–behavior dynamics in middle adolescence. Child Development, 88(2), 523–543. https://doi.org/10.1111/cdev.12611
  • Reagans, R., Singh, P. V., & Krishnan, R. (2015). Forgotten third parties: Analyzing the contingent association between unshared third parties, knowledge overlap, and knowledge transfer relationships with outsiders. Organization Science, 26(5), 1400–1414. https://doi.org/10.1287/orsc.2015.0976
  • Rheingold, H. (1993). The virtual community: Finding connection in a computerized world. Addison-Wesley Longman Publishing Co., Inc. https://dl.acm.org/doi/abs/10.5555529182.
  • Rogers, E. M., Singhal, A., & Quinlan, M. M. (2014). Diffusion of innovations. Routledge. https://doi.org/10.4324/9780203887011
  • Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265–283. https://doi.org/10.1207/s15327809jls0303_3
  • Schlaile, M. P., Zeman, J., & Mueller, M. (2018). It’s a match! Simulating compatibility-based learning in a network of networks. In Memetics and evolutionary economics (pp. 1111–1150). Springer. https://doi.org/10.1007/s00191-018-0579-z
  • Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52. https://doi.org/10.1037/a0038454
  • Siemens, G. (2005). Connectivism: A learning theory for the digital age. elearnspace. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. https://www.itdl.org/Journal/Jan_05/article01.htm.
  • Snijders, T. A. B. (2001). The statistical evaluation of social network dynamics. Sociological Methodology, 31(1), 361–395. https://doi.org/10.1111/0081-1750.00099
  • Surbhi. (2018). Difference between information and knowledge. Key difference. Retrieved January 20 from https://keydifferences.com/difference-between-information-and-knowledge.html.
  • Tomlinson, M. (2006). ). Do national systems converge? In How Europe’s economies learn (pp. 29–49). Oxford University Press Oxford.
  • Wang, L. (2010). Research on the relationship between social network location and knowledge construction in the virtual learning community (in Chinese). China Educational Technology, 8), 18–23.
  • Wang, Z., & Chen, L. (2014). The learning theory of connectivism and its latest development. Open Education Research, 20((05|5)), 11–28. https://doi.org/10.13966/j.cnki.kfjyyj.2014.05.019
  • Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction, 17(4), 416–426. https://doi.org/10.1016/j.learninstruc.2007.03.007
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
  • Wu, L., Li, L., & Evans, J. (2018). Social connection induces cultural contraction: Evidence from hyperbolic embeddings of social and semantic networks. arXiv preprint arXiv:1807.10216. https://doi.org/10.48550/arXiv.1807.10216
  • Zhang, B., Pavlou, P. A., & Krishnan, R. (2018). On direct vs. indirect peer influence in large social networks. Information Systems Research, 29(2), 292–314. https://doi.org/10.1287/isre.2017.0753

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.