نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزشی علم اطلاعات و دانششناسی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران.
2 گروه آموزش زبانهای خارجی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران.
کلیدواژهها
عنوان مقاله English
نویسندگان English
Introduction
With the outbreak of the COVID-19 pandemic and the closure of universities, it seemed more necessary than ever to take a deeper look at online education. In such a context, Iranian universities, like those in other countries, made use of online education. Online education, due to its nature, has a strong dependence on information and communication technologies. Furthermore, not having enough previous experience with online education has resulted in various problems and challenges. Considering these problems, the main goal of the present study was to investigate the effect of knowledge sharing on the metacognition of Teaching English as a Foreign Language (TEFL) instructors, with creativity as a mediator, in the era of COVID-19.
Regarding the relationship between knowledge sharing, creativity, and metacognition, no research has been carried out so far; however, there have been several studies related to the effect and relationship between knowledge sharing and creativity, as well as the relationship between metacognition and creativity. In a study, Rezapasand et al. (2016) addressed the significant effect of knowledge sharing on creativity among employees. The findings showed that knowledge sharing has a significant effect on employees’ creativity. Similarly, Rahoo et al. (2020) studied the effect of knowledge management on the creativity of library employees. The results indicated that the creation, implementation, storage, and sharing of knowledge have a significant effect on employees’ creativity.
Regarding the relationship between creativity and higher thinking, especially metacognition, the research literature has mostly addressed the effect of metacognition on creativity (VanTassel-Baska & MacFarlane, 2009; Jia, Li, & Cao, 2019), and the influence of creativity on higher thinking and metacognition has been considered less. Meanwhile, Ramirez and Ganaden (2008) investigated the effect of creative activity on students’ higher thinking and reported that creative activities have no effect on higher thinking. Considering the lack of research on this issue and taking into account the importance of knowledge sharing for metacognition, creativity can play the role of a mediator between the two variables. Therefore, this study investigated whether knowledge sharing affects the metacognition of TEFL instructors through the mediation of creativity in the era of COVID-19.
Research Questions
1. Does knowledge sharing have the ability to predict the variable of creativity?
2. Does knowledge sharing have the ability to predict the variable of metacognition?
3. Does creativity have the ability to predict the variable of metacognition?
4. Does creativity have the ability to mediate the effect of knowledge sharing on metacognition?
Methodology
In terms of purpose, the study was applied, and in terms of methodology, it was survey‑based. The statistical population of the research included TEFL faculty members teaching in state and private universities in Iran. Out of the 450 questionnaires sent to professors’ emails, 300 were returned, of which 288 were selected. Therefore, the sample size was considered to be 288 participants according to the available sampling method. The first questionnaire was the knowledge‑sharing scale prepared by Yi (2009) for non‑university environments. Ramayah et al. (2014) modified the questionnaire for the academic environment. This questionnaire has 28 questions and four subscales. The second questionnaire was the creativity questionnaire compiled by Khany and Boghayeri (2014). This questionnaire has 43 items and three subscales. The third questionnaire was the metacognition scale developed by Balcikanli (2011). This questionnaire has 24 items and six subscales.The results of Cronbach’s alpha showed that the reliability of the knowledge‑sharing questionnaire was 0.793, the creativity questionnaire was 0.921, and the metacognition questionnaire was 0.752, which indicates acceptable reliability of the scales. Data analysis was conducted using descriptive statistics, multiple regression, and path analysis with the help of SPSS 23 and AMOS 21 software.
Results
Demographic analysis showed that out of the total of 288 participants in this research, 150 (52.1%) were females and 138 (47.9%) were males. In terms of academic rank, 39 (14.4%) were instructors, 201 (74.4%) assistant professors, 24 (8.9%) associate professors, and 6 (2.2%) professors.
The first hypothesis examined whether knowledge sharing can explain the variance of the creativity variable. To answer this hypothesis, multiple regression was used. The results showed that the obtained R value was 0.558. The R² coefficient showed that the four variables together explained 31% of the variance of the creativity variable. Considering the standardized beta (β) coefficients, participation in writing (β = 0.266), organizational communication (β = 0.244), personal relationships (β = 0.184), and group activity (β = 0.235) could explain changes related to creativity. The correlation coefficients showed that participation in writing explains 8.8%, organizational communication 7.56%, personal relationships 4%, and group activity 9.16% of the variance of creativity.
The second hypothesis explored whether knowledge sharing can explain the variance of the metacognition variable. The results of the multiple regression test showed that the obtained R value was 0.170. The R² coefficient showed that the four variables together explained 2.9% of the variance of the metacognition variable. Considering the standardized beta (β) coefficients, the coefficient for participation in writing (β = 0.133) indicated that this variable could explain changes related to metacognition. However, the other variables (organizational communication, personal relationships, and group activity) did not contribute significantly in this research. The proportional correlation coefficient showed that participation in writing explained 69.1% of the variance of metacognition.
The third hypothesis explored whether creativity can explain the variance of the metacognition variable. The results showed that the obtained R value was 0.234. The R² coefficient indicated that creativity explains 5.5% of the variance of the metacognition variable. Considering the standardized beta coefficient (β = 0.234), creativity can explain the changes related to metacognition. The parametric correlation coefficient showed that creativity explains 47.5% of the variance of metacognition.
Regarding the question of whether there is a relationship between the knowledge sharing subscales and metacognition, and considering the mediating role of creativity, the results of the path analysis showed that the variable of participation in writing does not directly affect metacognition, although in the regression analysis this variable directly affected metacognition. Therefore, this variable was removed from the model. In general, the fit indices of the model were favorable. Although the presented model had a good fit, the question remained whether the subscales of knowledge sharing have a significant effect on metacognition through creativity as a mediating variable. The results indicated that all subscales of knowledge sharing, through creativity, were able to affect metacognition.
Conclusion
The general conclusion indicated that university instructors who have higher levels of knowledge sharing are more creative in teaching, and this may help develop metacognition. Based on the findings, it is suggested that universities develop their infrastructures and train faculty members to become involved in knowledge management processes, as this may enhance the creativity of university teachers.
کلیدواژهها English
