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To browse Academia. However, knowledge sharing requires mutual-trust collaboration between learners and the contribution of quality knowledge. This task cannot be accomplished by simply storing learning content in repositories. It requires a mechanism to help learners find relevant learning content as well as knowledgeable collaborators to work with.
Sonia Sousa. Major contributions of the work are towards a comprehensive understanding of the influence of trust in an e-learning context. This paper aims to eliciting potential effects of trust in efforts in communicate, share and interact online leaning contexts. It intends first to provide a contextualization on this research rationale and background that lead to a preliminary exploratory model of model of trust which describes insights on users predisposition to interact online and their trust beliefs.
Ending by setting a sort of considerations on the potential of some trust components in influencing people's willingness to interact, be creative and constructing their knowledge in virtual spaces. Xun Ge. Elsa Estevez. Abstract The wide extent to which the Internet has reached education institutions as well as home-users makes it possible for teachers to introduce new technologies to engage students in stimulating and enriching activities.
Collaborative systems based on portals supporting Virtual Communities of Practice VCPs provide a context for these activities to take place. VCPs allow students and teachers to build a shared space where they can learn from each other and develop individual and collective knowledge. Styliani Kleanthous. Ioannis Tsoukalas. Karen Swan. An intimate community of learners: Strange as it may sound, one instructor after another notes the surprisingly close relationships that they have developed with their online students.