The Effect Of Perceived Organizational Support On Learners’ Willingness To Share Knowledge In Collaborative Learning

The training of talents has new requirements in the development of modern society,which also poses new challenges to modern education.Faced with such a situation,modern education pays more and more attention to the role of learners in the learning process.Collaborative learning focuses on the participation of learners in the learning process and pays attention to the interaction between learners,which is a teaching form that can effectively cultivate learners’ thinking and abilities.Among them,the interaction and communication of learners,especially the transfer and exchange of knowledge among learners,have a significant impact on the development of organizations and individuals and the improvement of collaborative learning results.However,in the actual collaborative learning process,the effective development of knowledge sharing will be affected by many factors.Collaborative learning is a form of learning that relies on the joint efforts of the members of an organization.At the same time,as a component of an organization,learners’various behaviors and attitudes will be affected by the organization.Will organizational support have an impact on learners’ willingness to share knowledge?From the perspective of interaction between organization and members,this study introduced external motivational variables,internal identity perception and internal motivational variables,self-efficacy as mediating variables,to explore the influence of perceived organizational support on members’ willingness to share knowledge,and proposed relevant strategies based on the conclusions drawn and the reality.It provides reference for improving learners’ performance and enhancing their willingness to share knowledge in collaborative learning..In the research process,firstly,based on the literature review and expert consultation on collaborative learning,knowledge sharing intention and perceived organizational support,the author determined the mechanism of perceived organizational support on knowledge sharing intention,and constructed a theoretical model.Then,the questionnaire was designed according to the variables in the theoretical model and the interview outline was designed according to the actual situation.On this basis,the questionnaire formed by a small sample of pre-investigation,so as to adjust and modify the questionnaire.In this study,372 valid questionnaires were collected from students who had participated in cooperative learning courses in two universities in Hubei Province.In this study,SPSS27.0,Process3.5 and AMOS24.0 were used as tools for statistical analysis of the collected data,and multiple regression analysis was used to test the proposed hypotheses.Finally,according to the relevant quantitative analysis and interview results,suggestions and strategies are proposed to improve the intention of knowledge sharing from the perspective of perceived organizational support.This study mainly draws the following conclusions:(1)In terms of the status quo of learners’ willingness to share knowledge in collaborative learning,learners’ willingness to share knowledge is low,and the reasons are various.Among them,learners’ willingness to collect knowledge is slightly stronger than their willingness to contribute knowledge.(2)In terms of the influence of perceived organizational support on knowledge sharing intention in collaborative learning,perceived organizational support has a significant impact on knowledge sharing intention.Specifically,(a)the perceived organizational support and its dimensions have significant effects on both knowledge contribution willingness and knowledge collection willingness,except that value identification has no significant effect on knowledge collection willingness;(b)In addition to interest concern,perceived organizational support and various dimensions have significant effects on perceived insider identity;(c)Insider identity perception has significant influence on knowledge sharing willingness and knowledge contribution willingness;(d)In addition to interest concern,perceived organizational support and other dimensions had significant effects on perceived self-efficacy;(e)Self-efficacy has significant influence on knowledge sharing willingness and its dimensions;(f)Insiders’ identity perception and self-efficacy played a partially mediating role between the dimensions of perceived organizational support and knowledge sharing willingness.Based on the above conclusions and the actual situation,the author puts forward the following suggestions for improving the intention of knowledge sharing in collaborative learning:(1)give full play to the guiding role of organizational leaders and provide multi-dimensional support.(2)To enhance learners’ perception of insider identity and enhance team cohesion.(3)To improve learners’ sense of self-efficacy and enhance their confidence and ability.