The Impact of Media Richness on the Usage of Web 2.0 Services for Knowledge Transfer

The Impact of Media Richness on the Usage of Web 2.0 Services for Knowledge Transfer

Albert Gyamfi (Center for Communication, Media and Information Technologies (CMI), Aalborg University, Aalborg, Denmark)
Copyright: © 2016 |Pages: 17
DOI: 10.4018/IJESMA.2016040102
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Abstract

The study investigates the impact of the use of web 2.0 applications on knowledge transfer in the Cocoa Sector in Ghana. Transferring knowledge via social media websites has received widespread attention by organizations. However, in most developing countries like Ghana, knowledge transfer still remains a major challenge, especially in the Cocoa Sector. The selection of media for a given task depends on the richness of the media and the characteristics of the task. The four modes of knowledge transfer theorized by Nonaka, require the use of media with varying degrees of richness. The study proposed that the usage of web 2.0 applications for the different modes of knowledge transfer can be affected by their media richness. And the use of web 2.0 applications for the knowledge transfer modes can influence knowledge transfer success. The study was conducted using a mixed method approach with a survey questionnaire. The results of the data analysis confirmed that the media richness of the selected web 2.0 applications affect their usage for the different modes of knowledge transfer.
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Managing Knowledge In The Web 2.0 Environment (Km 2.0)

The traditional knowledge management systems (KMS) positioned knowledge management (KM) and knowledge management tools in a distress state with some analysts giving titles like “Is knowledge management dead?” (Levy, 2009). These systems were based largely on the epistemology of possession, which views knowledge as object that can be captured through expert systems and intranets. This resulted in the creation of knowledge repositories that can be transferred through communication channels into other units of the organization. The content generated through traditional knowledge management systems was, thus, centrally controlled, validated and lacked interactivity making it ineffective for transferring knowledge with high degree of tacitness (Levy, 2009; Panahi et al., 2012). Some scholars are of the view that these systems lacked the human agent, which is one of the main components of KM processes (Haldin-Herrgard, 2000; Panahi et al., 2012). On the contrary, the epistemology of practice views knowledge as subjective and so for this school of thought, instead of managing knowledge as an object or entity, tools that are designed for KM focus on nurturing social interactions that enables people to build strong relationships to enable them to share practices.

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