Can online collaborative learning foster knowledge sharing among students?

This study aims at using stimulus-organism-response (S-O-R) model and extending Technology Acceptance Model (TAM) to examine the impact of online collaborative learning (OCL) on students’ learning in idea organization and generation among peers in the higher education context. The model was tested with quantitative approach using a partial least square-structural equation modeling (PLS-SEM). Results from 289 respondents showed that most of the hypotheses were significant, except the impact of perceived ease of use on collaboration with peers. Overall, this research highlights the need to enhance OCL so as to foster knowledge sharing through idea organization and generation among students and their peers.