Knowledge Management Using Social Media: a Comparative Study Between Blogs and Facebook

Cited As: Chan, R.C.H., Chu, S.K.W., Lee, C.W.Y., Chan, B.K.T., & Leung, C.K. (2013). Knowledge management using social media: A comparative study between blogs and Facebook. Proceedings of the ASIS&T 2013 Annual Meeting. Montreal, Quebec, Canada.

Knowledge Management using Social Media: A Comparative Study between Blogs and Facebook

CHAN, Randolph Chun Ho CHU, Samuel Kai Wah LEE, Celina Wing Yi [email protected] [email protected] [email protected]

CHAN, Bob Kim To LEUNG, Chun Kit [email protected] [email protected]

Faculty of Education, The University of Hong Kong Pokfulam Road, Hong Kong

ABSTRACT

Blogging and Facebook have gained increasing and that allow the creation and exchange of user recognition as tools to support online information generated content” (Kaplan & Haenlein, 2010, p. 61). sharing and management. This study examined if, and In the past decade, social media (e.g., blogs, social in which aspects, blogs and Facebook scaffold and/or networking sites, wikis, video and photo-sharing sites, consolidate student users’ knowledge capture, sharing etc.) has expanded rapidly and transformed the ways of and application during their internship. A mixed- interaction between individuals (Asur & Huberman, methods design was employed to investigate users’ 2010; Fischer & Reuber, 2011). With their distinctive practices and perceptions of blogs and Facebook in features that allow proactive participation, social online information management. The study found that connectivity and user collaboration, social media users generally hold positive perception on using blogs attracted considerable attention from the general public, and Facebook for online knowledge management. In practitioners and researchers (Eyrich, Padman, & particular, Facebook appears to be a more facilitating Sweetser, 2008; Scanfeld, Scanfeld, & Larson, 2010), platform for users to reflect upon prior knowledge, and has increasingly been recognized as an important capture new experiences and provide feedback that is tool in knowledge management (Levy, 2009). constructive to cultivating knowledge sharing environment. It was found that Facebook support the Blogging and Facebook have been regarded as two of expression of social support among users, thereby the most commonly used social media technologies reinforcing their motivation in participating in (AlAamri, 2009). Although they could probably knowledge management processes. facilitate knowledge management by capturing the narrative experiences and disseminating information Keywords and knowledge (Stiler & Philleo, 2003), relatively little research effort has been dedicated to investigate the Knowledge management; Social media; Blogging; knowledge management potentials of blogging and Facebook Facebook. This study compares these two platforms in terms of knowledge management. In this paper, both INTRODUCTION quantitative and qualitative data were analyzed to generate an understanding of the impact of using blogs Social media has recently emerged as a promising and Facebook in facilitating students’ knowledge technology for knowledge management (KM) (Levy, management activities. 2009; Yates & Paquette, 2011). It is defined as “a group of internet-based application that build on the LITERATURE REVIEW ideological and technological foundations of Web 2.0, Knowledge Management, Organizational Culture and Technologies This is a space reserved for copyright notices. Knowledge management has become a heated research topic in the past decades. As one of the earliest scholars

D:\Docs\2018-02-08\0fde443bd825d8f2dc8351c2a3776c3c.doc 4/22/2018 9:06:42 下午 1 dedicated in the study of KM, Wiig (1997) proposed Ferdig and Trammell (2004) perceived blogs as a that the objectives of KM is “to maximize an relatively more advanced platform for effective enterprise’s knowledge-related effectiveness and returns information and knowledge sharing when compared to from knowledge assets” through “systematic, explicit the more traditional technologies such as emails and and deliberate building, renewal and application of discussion forums. Research have found blogs to be knowledge” (p. 2). Taking up a more process-oriented effective in organizing, articulating, developing, and approach, Rastogi (2000) suggested that KM is “a sharing ideas (Mortensen & Walker, 2002), as well as systematic and integrative process of coordinating in developing and maintaining community relationships organization-wide activities of acquiring, creating, (Fiedler, 2003). Chu, Kwan and Warning (2012) storing, sharing, diffusing, developing, and deploying reported that the participating university students have knowledge by individuals and groups in pursuit of found blogs useful in helping them manage and share major organizational goals” (p. 40). knowledge gained from their professional experiences.

Graphically, the processes of KM can be represented Facebook and knowledge management with KM cycles (e.g., Bukowitz and Williams (2000), Although Facebook is one of the most commonly used McElroy (1999), Wiig (1993)). An integrated KM cycle social media tools nowadays, there has been very few (see Figure 1) comprising of three major stages of KM, studies concerning the use of Facebook as a KM organizational culture and KM technologies was put technology. A recent study conducted by Chu & Du together by Dalkir (2011). The three stages of KM (2013) examined the use of Facebook by academic and include: 1) knowledge capture and/or creation; 2) public libraries in English-speaking countries a tool for knowledge sharing and dissemination and 3) knowledfe knowledge sharing, information dissemination and acquisition and application. The three stages of KM knowledge gathering. The large volume of postings supported by technologies are facilitated by a favorable related to knowledge sharing and information organizational culture that promotes information and dissemination appears to suggest Facebook as a knowledge sharing. potential KM tool.

Figure 1 An Integrated KM Cycle Other research examined Facebook through the lens of community of practice (e.g., Wong, Kwan & Leung, 2011). Communities of Practice (CoP) are groups of people who share a common concern and seek to construct and share knowledge with others within the group (Lave & Wenger, 1991). CoP is a fundamental concept related to organizational culture as it encourages “collaboration and sharing resourses in knowledge domain on the Web” (Wong, Kwan & Leung, 2011, p. 319). The same study has found that Facebook, which emphasizes interaction, sharing and collaboration, is a motivating tool that fosters social learning.

Literature gap Although both blogs and Facebook have been found Note: Taken from Dalkir, 2011, p. 270 useful in facilitating knowledge sharing, very few studies have focused on comparing the two tools in Ruggles (1997) classified KM technologies as tools that terms of their effectiveness in scaffolding knowledge intervene in the three knowledge processing phases management processes and cultivating a knowledge mentioned by Dalkir (2011). Recently, social media, sharing culture. Specifically, only a scarce amount of with their distinctive features that allow proactive studies have examined the use of Facebook as a KM participation, social connectivity and user collaboration, tool. have become important tools in facilitating knowledge management processes in business and education RESEARCH QUESTIONS institutions (Dames, 2004; Lee, 2003). Based on the literature gaps identified above, the key purpose of this study was to examine if, and in which Blogging and knowledge management McDermott (2000) defined knowledge as an output aspects, social media such as blogs and Facebook from active social construction. Owing to its scaffold and/or consolidate students’ knowledge powerfulness in disseminating information, soliciting capture, sharing and application during their comments and links, and classifying and archiving internship.The following specific research questions entries, blogs have gained vast recognition as a KM were raised to guide the investigation process: tool, especially in business organizations (Ojala, 2005).

D:\Docs\2018-02-08\0fde443bd825d8f2dc8351c2a3776c3c.doc 1/26/2010 2  How do student users use blogs and Facebook for subsample of selected blog entries, leading to iterative knowledge management? processes of analyses to refine the scheme and its subthemes.  Are blogs or Facebook a better tool in scaffolding knowledge management? Structured telephone interviews were used to investigate users’ perception of blogs/Facebook as a  Are blogs or Facebook a better tool in cultivating a knowledge management tool. They were also required knowledge sharing culture? to respond to a questionnaire which prompts their perceptions of blogs/Facebook for mutual support and RESEARCH METHODS collaboration.

This study used a mixed research method, including Data analysis qualitative content analysis of blog/Facebook posts, The content of the students’ blogs and Facebook were interviews and quantitative assessment of participants’ analyzed qualitatively using NVivo 8.0 software. Each perception in order to address the research questions. blog entry, Facebook post or comment was considered as a unit of analysis. The content was first classified Participants into either knowledge management processes or socio- The study involved two groups of students (n=73) from emotional expressions. As shown in Table 1, the coding the Bachelor of Information Management (BScIM) framework of knowledge management processes program. The first group of BScIM students (n=53) involved the following themes: knowledge capture, used blogs (Xanga, Blogger, Drupal and YouBlog) to knowledge sharing and dissemination, and knowledge document their knowledge and experience gained acquisition and application (as in Chu, Chan & Tiwari, during their internship (a professional experience 2012; Du & Wagner, 2007; Hmelo-Silver, 2003). component of the program in which students were According to Dalkir (2011), knowledge capture refers placed in an organization as summer interns over a to capturing and identifying existing knowledge, period of 2-3 months). It consisted of three cohorts of usually with the aid of information technology to ensure students who enrolled in the years of 2006 (n=16), 2007 that captured information, either tacit or explicit, is (n=16) and 2008 (n=21). The second group of BScIM available to those who need it. Knowledge sharing students (n=20) who were admitted in the year of 2010, follows once knowledge has been captured and used Facebook (http://www.facebook.com/) when they codified. It emphasizes that knowledge is shared and undertook their internship. disseminated throughout the organization. Knowledge Instructional Design application refers to “the actual use of knowledge that Both groups of students were given similar instruction has been captured or created and put into the KM cycle” on how to engage in the blogging/Facebook system (Dalkir, 2011, p. 184). during their internship. A blog site or a Facebook group page was set up and made accessible to only the On the other hand, the coding framework of socio- participating students and course tutors. Students were emotional expressions comprised emotional expressions asked to reflect and share their internship experience on and social support which are summarized in Table 2. the online platform every one to two days. They were Emotional expressions referred to contents that were also told to post a minimum of one to two comments to made up of positive emotions and negative emotions, their peers’ logs every week. For both groups of whereas social support was defined as the assistance students, their engagement in the corresponding online and resource that individuals provide to others through platform constitutes to part of their final grade of the social relationships. The coding was done by the first course. author and two research assistants with reference to the operational definitions of the coding themes and Data collection subthemes that shown in Table 1 and 2. The blog entries, posts and comments were extracted from the online blogging system and Facebook in the The quantitative data were analyzed using SPSS version end of each internship period for qualitative analysis. 19.0. Responses on the Likert-type scales were They were recorded with the username, date and summarized and analyzed using descriptive statistics. uploading time, and coded according to their knowledge Mann–Whitney tests were employed to compare the management processes and socio-emotional perceptual differences between blog and Facebook expressions. The coding framework was developed users. Statistical significance level was set at p < 0.05. from the preliminary coding and analysis of a

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3 Table 1 Coding framework of knowledge management processes Theme Definition Sample reference Knowledge capture Knowledge reflection reflections on or One major difficulty to run a SME is to build a trusting discoveries of knowledge relationship with your clients. Public recognition of the related to professional enterprise such as awards is definitely helpful to help create practices and reinforce such relationship. Experience capture personal insights into the At that time, I realized that an understanding towards users’ meaning and implications information literacy and information needs is crucial before of professional experiences we provide any services to the users. The professional experience provided me with such insight: Don’t just deliver the best functions to the users but the most suitable ones. Knowledge sharing and dissemination Knowledge sharing sharing, disseminating or The Free Software Directory was a project of the Free exchanging of ideas and Software Foundation (FSF) and UNESCO. They cataloged knowledge among the useful free software that runs under free operating systems-- individuals particularly the GNU operating system and its GNU/Linux variants. Posting questions questions that facilitate I also think gathering resources from databases is helpful communication and but I don't know which databases are of use. Do you have discussion among users any suggestions? Providing feedback responses to another post To one reflective journal where a student talked about the that contribute to use of cassette tapes in his organization, a participant replied: knowledge building or Cassette tape seems really outdated now; if you don’t tell, I sharing can’t believe that they are still in use in some organizations. Knowledge acquisition and application Knowledge construction discussion and co- A: When we think of security, we think of passwords. The construction on the creation of passwords is the best example to show the understanding of a topic or delicate balance between security and convenience. Casual knowledge area manner makes password policies fail. B: Users tended to choose weak, meaningful and easy to remember passwords. Problem solving experience of applying Although the search functions in MS ACCESS were not user- knowledge in solving the friendly, a user could still search the specific panel. We problems encountered in designed a large range of keyword tables that easily hit the professional practice data entry. Therefore, we successfully increased the search results. Note: Some of the sample references in the table were taken from Chu, Chan & Tiwari (2012).

Table 2 Coding framework of socio-emotional expressions Theme Definition Sample references Emotional expressions Positive emotions pleasurable affective After I visited these two departments, I am so happy because I expressions including joy, saw what I have learnt in Higher Diploma can really apply to happiness, gratitude and real life situation, like how to catalogue and order materials. contentment Negative emotions unpleasurable affective I cannot believe the negative environment among the expressions including employees (especially IT Operation Department) here. There distress, anxiety, are only 11 employees here, but in the past 1-year 83 depression and anger employees left. It was hard to believe, isn’t it? Social support assistance and resource Do take care of yourself and don't let the internship ruin your that individuals provide health. I am sure our PE organizations care about the well to others through social beings of their interns too. relationships Note: Some of the sample references in the table were taken from Chu, Chan & Tiwari (2012).

D:\Docs\2018-02-08\0fde443bd825d8f2dc8351c2a3776c3c.doc 1/26/2010 4 RESULTS AND DISCUSSION more “knowledge reflection” posts than blog users did. Also, there was on average 12.69 more “experience Knowledge management activities on blogs and capture” posts coded on Facebook than on blogs. This Facebook indicated that users appeared to capture deep reflections of knowledge and experience more often on Facebook Blog entries and Facebook posts were coded according than on blogs. to three knowledge management processes and their subthemes. Table 3 shows the average number of Blog Consistent with existing literature (Ractham & Firpo, entries/Facebook posts each participant contributed. It 2011), the finding of this study revealed that Facebook provides glimpses into what knowledge management serves as an easy-to-use social media technology for its activities the participates were involved in when they users to leverage social networking to elicit tacit engaged in blogging/Facebook. knowledge. A participant (HTH) commented that Knowledge capture “Facebook is very popular now and almost everybody As shown in Table 3, there are some differences knows how to use it. You don’t need to learn about it between blogs and Facebook users in term of their before you use it. Also the functions of it tend to be knowledge capture activities. A relatively larger user-friendly”. This quote, together with the statistical number of Facebook posts (Mean=25.35) were being data presented in Table 3, implied that the wide coded when compared to blog posts (Mean=5.25). popularity and user-friendly interface of Facebook Specifically, Facebook users had, on average, 7.41 allow it overtake blogs in instant and quick knowledge capture.

Table 3 Distribution of coded blogs and posts in the theme of knowledge management processes Blogs (n=53) Facebook (n=20) Mean Mean Knowledge capture 5.25 25.35 Knowledge reflection 3.19 10.6 Experience capture 2.06 14.75 Knowledge sharing and dissemination 2.20 7.4 Information sharing 1.7 1.4 Posting questions 0.19 1.3 Providing feedback 0.32 4.7 Knowledge acquisition and application 3.96 2.25 Knowledge construction 2.3 0.8 Problem solving 1.66 1.45 Note: The figures represent the average number of Blog entries/Facebook posts each participant contributed.

Knowledge sharing and dissemination (Barczyk & Duncan, 2011; McEwan, 2011) that Results also indicated that more feedbacks and Facebook enhances collaboration and facilitates the responses was found on Facebook than blogs, which exchange of ideas as a result of peer interaction. By contributed to the discrepancy in their knowledge actively engaging individuals in online discussion, it sharing and dissemination. Tabe 3 showed that more could support communications and peer-to-peer Facebook posts were coded in the subtheme, “providing feedback among individuals who face common feedback”, with an average of 4.38 posts more compare dilemmas (Selwyn, 2009; Ziegler, 2007), constituting to blog. what could be a significant collaboration platform for knowledge construction (Kabilan, Ahman, & Abidin, This finding is further comfirmed with the comments 2010; Wang et al, 2011). made by participants in the interview. They recognized that Facebook has more advanced group features. For Apart from its advanced group features, Facebook is instance, all messages posted onto the group wall would also associated with greater offline social connection, generate group notifications and greater attention which can promote knowledge dissemination and among the group members (De Villiers, 2010). As sharing. A blog user (CWY) suggested that “even noted by one of the participants (WCM), “when you though we always wrote something about ourselves on posted anything in the group, everyone can view it. the blog, we used it only among our group of With notifications users can read the most updated classmates. However, there are more functions in comments from their friends easily and immediately. Facebook and we could include more people like our Hence, it helps facilitate knowledge sharing.” This colleagues. For instance, my classmates can get in finding appears to be consistent with earlier studies touch with my colleagues through Facebook. In this D:\Docs\2018-02-08\0fde443bd825d8f2dc8351c2a3776c3c.doc

5 way, we probably can know more and learn more.” This study also looked at the blog entries and Facebook Another participant (LTK) also mentioned that “it posts that are related to emotional expressions and (blogging) is just like writing our own diaries without social support, and Table 4 summarized the result. It interaction”. These comments probably revealed why showed that the difference of the amount of emotional Facebook was found to be more commom than blogs in expressions on blogs and Facebook is not obvious. the dissemination of information and knowledge. However, Facebook posts were coded with 4.57 more Unlike blogs, the primary function of Facebook is for references in “social support” compared to blog posts. “social searching”, i.e. find out more about people who This means that Facebook users seemingly had a higher they already knew (Lampe, Ellison, & Steinfield, 2006). level of engagement in the provision of social support. Its users mainly use Facebook to connect and maintain relationships with existing offline contacts (Joinson, Facebook was found to enhance social support because 2008). Therefore, it provides greater social motivation “its interactive element is strong”, commented by one for its users to communicate and interact with others of the participants (CKL) during the interview. For (classmates, colleagues and academic supervisior) on instance, its Wall function enables the users to post Facbeook. items and leave comments easily on each other’s Wall. It offers them a new form of communication that Knowledge acquisition and application facilitates discussion and reciprocal interaction. In As shown in Table 3, there is a slight difference addition, Facebook users could read and respond to between blogs and Facebook in term of their knowledge each other’s postings by giving ‘Like’s. As responded acquisition and application activities. In particular, their by a participant (SKH), “Like represents a kind of difference mainly lies on the knowledge construction. encouragement since everyone worked in different Blog users are more likely to produce entries related to locations and it was good that they were aware of my discussion and co-construction on the understanding of situation”. For participant WCM, ‘Like’ was the a specific knowledge area during internship. “expression of concerns about each other’s status”. These kinds of interactive features therefore generate Socio-emotional expressions on blogs and greater sense of social connection among Facebook Facebook users, which could be one indicative factor of the higher degree of knowledge management engagement found among Facebook users.

Table 4 Distribution of coded blogs and posts in the theme of socio-emotional expressions Blogs (n=53) Facebook (n=20) Emotional expressions 4.96 3.6 Positive emotions 2.42 3 Negative emotions 1.57 0.6 Social support 0.98 5.55 Note: The figures represent the average number of Blog entries/Facebook posts each participant contributed.

Perception of social support via blogging and “provided constructive and productive comments on Facebook Facebook”. These findings indicated that Facebook has

Participants were asked to report their perceptions of served as a platform for facilitating social support blogs/Facebook for mutual support and collaboration. during internship. As shown in Table 5, Facebook user perceived a significantly greater support among classmates via This result showed that social media has a predominant commenting than blog users did (p=0.03). Participant influence on the social-emotional interaction between LKL reported that he posted comments like, “You did a the users, which in turn may affect their knowledge good job!” and “You learnt something new” in respond management activities. As suggested by Chatti et al. to others’ Facebook posts as a way of supporting other (2007), “social media supports a bottom-up building of classmates. communities and networks”. By using appropriate social media technologies, it can enhance the social In addition, the Mann-Whitney test also revealed that motivation of the users in pursuing knowledge significantly higher ratings were given by Facebook management. As shown in the above findings, users for their perceived support from supervisor via Facebook users are more likely to express social mutual interaction than blog users did (p<0.01). They support on the platform. The perceived support from perceived the feedback provided by the supervisor on classmates and supervisors among the Facebook users Facebook as supportive and encouraging. For instance, was also significantly greater than that of blog users. participant CKT commented that his supervisor The results clearly indicated that Facebook is a more

D:\Docs\2018-02-08\0fde443bd825d8f2dc8351c2a3776c3c.doc 1/26/2010 6 effective social media in building a culture of support, social support (e.g. giving “Like”). With the provision thereby facilitating the social-collaborative process of of a supportive social framework, individuals are knowledge management. As a social networking therefore more willing to connect, communicate and platform, Facebook comprise more interactive and reflect their knowledge and experiences on Facebook. collaborative features (e.g. group notification, private messaging), and provides more channels to demonstrate Table 5 Perceived support of Blogs and Facebook Blogs (n = 53) Facebook (n = 20) Sig. Mann– Survey items Mean (SD) Median Mean (SD) Median Whitney - Perceived support from classmates via 2.67 (0.65) 3.00 3.00 (0.32) 3.00 0.03* commenting - Perceived support from supervisor via 1.92 (0.84) 3.00 2.85 (0.59) 3.00 <0.01* mutual interaction Notes: Ratings are based on a 4-point Likert-type scale: 1-‘Strongly disagree’, 2-‘Disagree’, 3-‘Agree’, and 4-‘Strongly agree’. *statistically significant at p < 0.05. knowledge sharing compared with blogs. Specifically, Facebook users showed a high degree of engagement in LIMITATIONS reflecting knowledge, capturing daily/professional

The small sample size and non-random sampling experience and providing feedbacks that support method serve as the major limitations of this study, knowledge transfer. which may undermine the generalizability of the findings. Only four cohorts of undergraduate students Last but not least, this study also suggested that the were investigated in this study. Future studies may fill choice of social media has a predominant influence on these gaps by recruiting a large amount of participants the social-emotional interaction between the users, and using a more sophisticated sampling method in which in turn may affect their active engagement in order to consolidate the research findings. knowledge management. According to the students’ comments, the more interactive and collaborative In addition, this study mainly covered the knowledge features of Facebook allow them form tighter social management processes in the educational setting. It is bonds within the network, help cultivate a favorable suggested that future research can extend the scope of culture for online knowledge management, hence the study beyond classrooms and into various kinds of increase their motivation in participating in sharing organizational settings including libraries, corporations, knowledge using the tool. and non-profit-making organizations. Nevertheless, this study provides insight into how social media, By investigating how blogs and Facebook may help particularly blogging and Facebook, can support the scaffold students’ information sharing and knowledge knowledge management process and what kinds of construction during internship, our finding provides activities are mainly involved in the online platforms. empirical evidence that supports the significance of social media in knowledge management within the SIGNIFICANCE educational setting. This study serves as an impetus for further investigations into how blogs and Facebook can The study demonstrated how social media impact the be utilized to facilitate individuals’ knowledge practice and experience of online knowledge management in diverse organizational contexts. management. While previous studies have generally adopted a theoretical deductive approach (Levy, 2009; Razmerita, Kirchner, & Sudzina, 2009) and a case study ACKNOWLEDGMENTS design (Matschke, Moskaliuk, & Cress, 2012; Sotirios This study was financed by CRCG Small Project & Alya, 2009) in investigating the role of social media Funding. in knowledge management, qualitative content analysis in this study provided a way to illustrate the kind of knowledge management processes that the individuals REFERENCES were involved in through the use of social media. AlAamri, K.S. (2009). Using web 2.0 technologies to enhance academic writing proficiency among EES Another contribution of this study is the development of students in Sultan Qaboos University: An example a coding scheme that specifically focuses on of Facebook and blogs. International Conference, individuals’ online knowledge management processes. The future of Education, Florence, Italy. In this study, Facebook was found to be a more Asur, S., & Huberman, B. A. (2010). Predicting the productive platform for knowledge capture and future with social media. Proceedings of the ACM D:\Docs\2018-02-08\0fde443bd825d8f2dc8351c2a3776c3c.doc

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