隨著資訊科技的發展，在平台上進行知識分享愈來愈普遍。資訊科技的進步提供平台作為分享的場域，使得平台上分享場域中的活動如同實體中小型社會的縮影。科技使用方式從傳統個人封閉式的使用演變成網路開放式的使用，而個人行為亦因呈現的場域範圍(公、私領域)有所影響。本篇文章以網路開放式場域做為一個公開分享空間的觀點出發，探討社會期望、面子、他人的監督、自我監督及自我效能等概念對網路型態知識分享行為之影響。本研究以使用知識分享平台的國中、國小教師為研究對象，試圖建構網路平台知識分享行為模式。研究發現：老師們十分注重面子，對社會眼光在意，希望自己符合社會期望。同時，平台上他人的眼光會引發老師們自我監督知識分享的行為。本研究行為模式之建構及發現在研究平台上知識分享行為理論上有所貢獻。 Web-based knowledge sharing platform as a place for people interaction forms a virtual society on the cyberspace. In this virtual setting, individuals’ enactments are public presented under the gaze of others which is different from the use of traditional stand-alone personal computers that is closed and self-gazed. In this thesis, we take the lens of social expectation, face, others’ surveillance, self-monitoring, and self-efficacy to investigate and develop a web-based knowledge sharing behavior model by using teaching knowledge-sharing platform as testing example. Research findings show that in the platform, teachers care about how others perceived on them as a teacher. This social expectation, together with others’ surveillance in the platform, induces self-monitoring on their knowledge sharing behaviors. Teachers monitor their enactments to pursue their face in the virtual public setting. Our model contributes to the understanding of web-based knowledge sharing behaviors and has both theoretical and managerial implications.
