Document Type : research paper
Authors
1
Assistant professor, Department of Physical Education and Sport Sciences, Azadshahr Branch, Islamic Azad University, Golestan, Iran, 0000000159526232
2
Assistant professor, Department of Physical Education and Sport Sciences, Aliabad Katul Branch, Islamic Azad University, Golestan, Iran, 0000000266747145
10.48310/tpd.2024.15877.1613
Abstract
Background and Purpose: With the growth and development of social networks, their use in organizational environments has risen. The formation of online work communities is a result of the development of social networks in organizational settings. Despite the increase in virtual work communities in educational environments, their consequences have not been extensively studied. This research aims to study the effect of membership in virtual work communities on the informal learning of physical education teachers, with the mediating role of knowledge sharing. Methods: This applied research was conducted using a survey method. The statistical population of this study included 686 physical education teachers working in Golestan Province, from whom 247 teachers were selected as the sample based on Cochran's formula. The data collection tools included questionnaires on membership in virtual work communities, knowledge sharing, and informal learning. The research data were analyzed descriptively and inferentially using SPSS and Smart PLS statistical software. Findings: The results showed that the effect of membership in virtual work communities on knowledge sharing among physical education teachers is positive and significant. Additionally, the results indicated that the effect of membership in virtual work communities on the informal learning of physical education teachers is positive and significant. Finally, the findings showed that the effect of membership in virtual work communities on the informal learning of physical education teachers, with the mediating role of knowledge sharing, is positive and significant. Conclusion: The use of virtual work communities in educational environments, such as schools, has positive outcomes such as increased knowledge sharing and informal learning among physical education teachers. Therefore, it is recommended to set clear goals and expectations for virtual work communities and encourage physical education teachers to participate actively in such communities.
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