Abstract

As mandatory involvement requirements may not intrinsically motivate learners to achieve high quality learning, social factors under affective commitment are especially important determinants of TML success. This paper investigates an individual’s social and self identities as important determinants in developing affective commitment (identification) and intrinsic motivation (perceived enjoyment) to share knowledge by email in the TML environment. Furthermore, given the recent emphasis on gender in system adoption and socio-linguistic literature, this study investigates gender as a moderating variable in the proposed model. The integrative framework of e-learning in this study will help us understand the antecedents of effective knowledge sharing intervention in the TML environment, based on the integrated model of social identity theory, social influence theory, self determination theory, and socio-linguistic literature. Furthermore, IS practitioners will be able to understand the different roles of identity and gender in developing and designing TML and KM systems,

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