{'fraction_non_alphanumeric': 0.03549899531145345, 'fraction_numerical': 0.0020093770931011385, 'mean_word_length': 5.64, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Social Presence and Transactional Distance as an Antecedent to Knowledge Sharing in Virtual Learning Communities

Today, the use of social network-based virtual learning communities is increasing rapidly in terms of knowledge management. An important dynamic of knowledge management processes is the knowledge sharing behaviors (KSB) in community. The purpose of this study is to examine the KSB of the students in a Facebook-based virtual community created within the scope of a class in terms of their social presence (SP) and transactional distance (TD) perceptions. Both SP and TD are important factors in the creation of a community feeling and in the interaction of the participants, and it is believed that these two factors will effect KSB in virtual communities. Data were gathered from 217 university students by using three scales: the KSB scale, the SP scale (subdimensions: interaction, ownership, and affective statements) and the TD scale (subdimensions: student–student [S–S] interaction, student–teacher [S–T] interaction, student–content [S–C] interaction, student–interface [S–I] interaction, and student–environment [S–E] interaction). The structural equation modeling showed that students’ KSB were related to their SP and TD perceptions in the process of utilizing virtual learning communities. The results of the study indicate that each subdimension of SP and TD scales are significant predictors on KSB. Further researches and implications are explained and discussed.