The Moderating Role of M-Learning Activities in the Relationship between Students' Social Capital and Knowledge Sharing

Purpose: Current education system is transforming from e-learning to m-learning. The benefit of m-learning is particularly important when it comes to motivating one to self-direct his/her learnings online. Though past research has assessed what role social capital theory plays on knowledge sharing quality, in virtual environment, scant research has assessed the moderation of positive emotions an m-learning support tools, particularly for (1) higher education sector students as well as (2) developing countries. However, the success of such a statement has not been properly documented in the past research. As the result, the aim of this study is to empirically assess the role of Social Capital Theory on Knowledge sharing, when moderated by m-learning. Research Design: This study is a deductive research approach that initiated with a literature review. Upon identifying a gap in research, research questions were designed. Based on the research questions a conceptual model was proposed and hence this model proposed three hypotheses. This conceptual model was tested using multi-correlation analysis using SPSS, after data was collected from 334 participants, a sample size above the required threshold, to generalize over the population of higher education undergraduate business students of a private university from the Kingdom of Bahrain. Findings: The results of the empirical findings supported all hypotheses, indicating that m-learning moderate between the role of social capital theory and knowledge sharing quality, when students indulge in e-learning activities using platforms like Moodle. Also, there are implications to theory and practice portrayed in this paper. [For the full proceedings, see ED621557.]