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dc.contributor.authorLin, Chieh-Pengen_US
dc.contributor.authorChiu, Chou-Kangen_US
dc.contributor.authorJoe, Sheng-Wuuen_US
dc.contributor.authorTsai, Yuan-Huien_US
dc.date.accessioned2014-12-08T15:07:47Z-
dc.date.available2014-12-08T15:07:47Z-
dc.date.issued2010en_US
dc.identifier.issn1044-7318en_US
dc.identifier.urihttp://hdl.handle.net/11536/6128-
dc.identifier.urihttp://dx.doi.org/10.1080/10447318.2010.496336en_US
dc.description.abstractDrawing on social exchange theory, this study proposes a model by postulating critical antecedents and mediators as the key drivers of online learning ability. In the model, online learning ability is affected indirectly by trust via 3 mediators simultaneously, including team commitment, task conflict, and relationship conflict, whereas trust is impacted directly by expressiveness interdependence, outcome interdependence, and task interdependence. Empirical testing of this model, by investigating the personnel of virtual teams from information technology organizations, confirms the applicability of social exchange theory in understanding online learning ability. This study contributes to the virtual team learning literature by extending social exchange theory to the rarely explored area of online learning ability of organizational teams and validating idiosyncratic drivers of online learning ability. Last, this article provides managerial implications and limitations of the research.en_US
dc.language.isoen_USen_US
dc.titleAssessing Online Learning Ability From a Social Exchange Perspective: A Survey of Virtual Teams Within Business Organizationsen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/10447318.2010.496336en_US
dc.identifier.journalINTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTIONen_US
dc.citation.volume26en_US
dc.citation.issue9en_US
dc.citation.spage849en_US
dc.citation.epage867en_US
dc.contributor.department交大名義發表zh_TW
dc.contributor.departmentNational Chiao Tung Universityen_US
dc.identifier.wosnumberWOS:000281063800002-
dc.citation.woscount0-
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