Fostering knowledge-sharing behavior through social capital: the implications of face-to-face and online interactions

Purpose - This study aims to research knowledge-sharing behavior and social capital from a pedagogical perspective. It explores the facilitating role of face-to-face and online interactions in social capital development to understand how the formation of a specific form of social capital nurtures knowledge-sharing behaviors. Design/methodology/approach - A qualitative approach used interviews and a focus group to collect data from 20 teachers in different positions and subject areas. Findings - For face-to-face interactions to form social capital, learning communities must develop features including shared vision, shared language, trust-building and self-development and foster identification with and commitment to the community. Of all the categories of pedagogical content knowledge exchanged among teachers, teachers seek knowledge of general pedagogy, representations and strategies and knowledge of curriculum and media more than any others. However, when differentiating between online and face-to-face activities, knowledge of the curriculum and media is sought more frequently online. In contrast, the preferred way of learning about general pedagogy is through face-to-face activities. The choice of knowledge channel reflects the complexity of the types of knowledge needed and the type of social ties required to support this exchange. Originality/value - The research is expected to expand understanding of how teachers develop their social capital and how social ties foster knowledge-sharing behaviors. This study suggests professional development activities and online professional learning platforms facilitate building social ties.