Cited As: Chan, R.C.H., Chu, S.K.W., Lee, C.W.Y., Chan, B.K.T., & Leung, C.K. (2013).
Knowledge management using social media: A comparative study between blogs and Facebook.
Proceedings of the ASIS&T 2013 Annual Meeting. Montreal, Quebec, Canada.
Knowledge Management using Social Media:
A Comparative Study between Blogs and Facebook
CHAN, Randolph Chun Ho
randolphcch@gmail.com
CHU, Samuel Kai Wah
samchu@hku.hk
CHAN, Bob Kim To
bobchan@hku.hk
LEE, Celina Wing Yi
celinalee510@gmail.com
LEUNG, Chun Kit
05leungc@gmail.com
Faculty of Education, The University of Hong Kong
Pokfulam Road, Hong Kong
ABSTRACT
Blogging and Facebook have gained increasing
recognition as tools to support online information
sharing and management. This study examined if, and
in which aspects, blogs and Facebook scaffold and/or
consolidate student users’ knowledge capture, sharing
and application during their internship. A mixedmethods design was employed to investigate users’
practices and perceptions of blogs and Facebook in
online information management. The study found that
users generally hold positive perception on using blogs
and Facebook for online knowledge management. In
particular, Facebook appears to be a more facilitating
platform for users to reflect upon prior knowledge,
capture new experiences and provide feedback that is
constructive to cultivating knowledge sharing
environment. It was found that Facebook support the
expression of social support among users, thereby
reinforcing their motivation in participating in
knowledge management processes.
Keywords
Knowledge management; Social media; Blogging;
Facebook
INTRODUCTION
Social media has recently emerged as a promising
technology for knowledge management (KM) (Levy,
2009; Yates & Paquette, 2011). It is defined as “a
group of internet-based application that build on the
ideological and technological foundations of Web 2.0,
This is a space reserved for copyright notices.
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and that allow the creation and exchange of user
generated content” (Kaplan & Haenlein, 2010, p. 61).
In the past decade, social media (e.g., blogs, social
networking sites, wikis, video and photo-sharing sites,
etc.) has expanded rapidly and transformed the ways of
interaction between individuals (Asur & Huberman,
2010; Fischer & Reuber, 2011). With their distinctive
features that allow proactive participation, social
connectivity and user collaboration, social media
attracted considerable attention from the general public,
practitioners and researchers (Eyrich, Padman, &
Sweetser, 2008; Scanfeld, Scanfeld, & Larson, 2010),
and has increasingly been recognized as an important
tool in knowledge management (Levy, 2009).
Blogging and Facebook have been regarded as two of
the most commonly used social media technologies
(AlAamri, 2009). Although they could probably
facilitate knowledge management by capturing the
narrative experiences and disseminating information
and knowledge (Stiler & Philleo, 2003), relatively little
research effort has been dedicated to investigate the
knowledge management potentials of blogging and
Facebook. This study compares these two platforms in
terms of knowledge management. In this paper, both
quantitative and qualitative data were analyzed to
generate an understanding of the impact of using blogs
and Facebook in facilitating students’ knowledge
management activities.
LITERATURE REVIEW
Knowledge Management, Organizational Culture and
Technologies
Knowledge management has become a heated research
topic in the past decades. As one of the earliest scholars
dedicated in the study of KM, Wiig (1997) proposed
that the objectives of KM is “to maximize an
enterprise’s knowledge-related effectiveness and returns
1
from knowledge assets” through “systematic, explicit
and deliberate building, renewal and application of
knowledge” (p. 2). Taking up a more process-oriented
approach, Rastogi (2000) suggested that KM is “a
systematic and integrative process of coordinating
organization-wide activities of acquiring, creating,
storing, sharing, diffusing, developing, and deploying
knowledge by individuals and groups in pursuit of
major organizational goals” (p. 40).
the more traditional technologies such as emails and
discussion forums. Research have found blogs to be
effective in organizing, articulating, developing, and
sharing ideas (Mortensen & Walker, 2002), as well as
in developing and maintaining community relationships
(Fiedler, 2003). Chu, Kwan and Warning (2012)
reported that the participating university students have
found blogs useful in helping them manage and share
knowledge gained from their professional experiences.
Graphically, the processes of KM can be represented
with KM cycles (e.g., Bukowitz and Williams (2000),
McElroy (1999), Wiig (1993)). An integrated KM cycle
(see Figure 1) comprising of three major stages of KM,
organizational culture and KM technologies was put
together by Dalkir (2011). The three stages of KM
include: 1) knowledge capture and/or creation; 2)
knowledge sharing and dissemination and 3) knowledfe
acquisition and application. The three stages of KM
supported by technologies are facilitated by a favorable
organizational culture that promotes information and
knowledge sharing.
Facebook and knowledge management
Figure 1 An Integrated KM Cycle
Other research examined Facebook through the lens of
community of practice (e.g., Wong, Kwan & Leung,
2011). Communities of Practice (CoP) are groups of
people who share a common concern and seek to
construct and share knowledge with others within the
group (Lave & Wenger, 1991). CoP is a fundamental
concept related to organizational culture as it
encourages “collaboration and sharing resourses in
knowledge domain on the Web” (Wong, Kwan &
Leung, 2011, p. 319). The same study has found that
Facebook, which emphasizes interaction, sharing and
collaboration, is a motivating tool that fosters social
learning.
Although Facebook is one of the most commonly used
social media tools nowadays, there has been very few
studies concerning the use of Facebook as a KM
technology. A recent study conducted by Chu & Du
(2013) examined the use of Facebook by academic and
public libraries in English-speaking countries a tool for
knowledge sharing, information dissemination and
knowledge gathering. The large volume of postings
related to knowledge sharing and information
dissemination appears to suggest Facebook as a
potential KM tool.
Literature gap
Note: Taken from Dalkir, 2011, p. 270
Ruggles (1997) classified KM technologies as tools that
intervene in the three knowledge processing phases
mentioned by Dalkir (2011). Recently, social media,
with their distinctive features that allow proactive
participation, social connectivity and user collaboration,
have become important tools in facilitating knowledge
management processes in business and education
institutions (Dames, 2004; Lee, 2003).
Blogging and knowledge management
McDermott (2000) defined knowledge as an output
from active social construction. Owing to its
powerfulness in disseminating information, soliciting
comments and links, and classifying and archiving
entries, blogs have gained vast recognition as a KM
tool, especially in business organizations (Ojala, 2005).
Ferdig and Trammell (2004) perceived blogs as a
relatively more advanced platform for effective
information and knowledge sharing when compared to
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2
Although both blogs and Facebook have been found
useful in facilitating knowledge sharing, very few
studies have focused on comparing the two tools in
terms of their effectiveness in scaffolding knowledge
management processes and cultivating a knowledge
sharing culture. Specifically, only a scarce amount of
studies have examined the use of Facebook as a KM
tool.
RESEARCH QUESTIONS
Based on the literature gaps identified above, the key
purpose of this study was to examine if, and in which
aspects, social media such as blogs and Facebook
scaffold and/or consolidate students’ knowledge
capture, sharing and application during their
internship.The following specific research questions
were raised to guide the investigation process:
 How do student users use blogs and Facebook for
knowledge management?
 Are blogs or Facebook a better tool in scaffolding
knowledge management?
 Are blogs or Facebook a better tool in cultivating a
knowledge sharing culture?
RESEARCH METHODS
This study used a mixed research method, including
qualitative content analysis of blog/Facebook posts,
interviews and quantitative assessment of participants’
perception in order to address the research questions.
Participants
The study involved two groups of students (n=73) from
the Bachelor of Information Management (BScIM)
program. The first group of BScIM students (n=53)
used blogs (Xanga, Blogger, Drupal and YouBlog) to
document their knowledge and experience gained
during their internship (a professional experience
component of the program in which students were
placed in an organization as summer interns over a
period of 2-3 months). It consisted of three cohorts of
students who enrolled in the years of 2006 (n=16), 2007
(n=16) and 2008 (n=21). The second group of BScIM
students (n=20) who were admitted in the year of 2010,
used Facebook (http://www.facebook.com/) when they
undertook their internship.
Instructional Design
Both groups of students were given similar instruction
on how to engage in the blogging/Facebook system
during their internship. A blog site or a Facebook group
page was set up and made accessible to only the
participating students and course tutors. Students were
asked to reflect and share their internship experience on
the online platform every one to two days. They were
also told to post a minimum of one to two comments to
their peers’ logs every week. For both groups of
students, their engagement in the corresponding online
platform constitutes to part of their final grade of the
course.
Data collection
The blog entries, posts and comments were extracted
from the online blogging system and Facebook in the
end of each internship period for qualitative analysis.
They were recorded with the username, date and
uploading time, and coded according to their knowledge
management
processes
and
socio-emotional
expressions. The coding framework was developed
from the preliminary coding and analysis of a
subsample of selected blog entries, leading to iterative
processes of analyses to refine the scheme and its
subthemes.
D:\116101740.doc
Structured telephone interviews were used to
investigate users’ perception of blogs/Facebook as a
knowledge management tool. They were also required
to respond to a questionnaire which prompts their
perceptions of blogs/Facebook for mutual support and
collaboration.
Data analysis
The content of the students’ blogs and Facebook were
analyzed qualitatively using NVivo 8.0 software. Each
blog entry, Facebook post or comment was considered
as a unit of analysis. The content was first classified
into either knowledge management processes or socioemotional expressions. As shown in Table 1, the coding
framework of knowledge management processes
involved the following themes: knowledge capture,
knowledge sharing and dissemination, and knowledge
acquisition and application (as in Chu, Chan & Tiwari,
2012; Du & Wagner, 2007; Hmelo-Silver, 2003).
According to Dalkir (2011), knowledge capture refers
to capturing and identifying existing knowledge,
usually with the aid of information technology to ensure
that captured information, either tacit or explicit, is
available to those who need it. Knowledge sharing
follows once knowledge has been captured and codified.
It emphasizes that knowledge is shared and
disseminated throughout the organization. Knowledge
application refers to “the actual use of knowledge that
has been captured or created and put into the KM cycle”
(Dalkir, 2011, p. 184).
On the other hand, the coding framework of socioemotional expressions comprised emotional expressions
and social support which are summarized in Table 2.
Emotional expressions referred to contents that were
made up of positive emotions and negative emotions,
whereas social support was defined as the assistance
and resource that individuals provide to others through
social relationships. The coding was done by the first
author and two research assistants with reference to the
operational definitions of the coding themes and
subthemes that shown in Table 1 and 2.
The quantitative data were analyzed using SPSS version
19.0. Responses on the Likert-type scales were
summarized and analyzed using descriptive statistics.
Mann–Whitney tests were employed to compare the
perceptual differences between blog and Facebook
users. Statistical significance level was set at p < 0.05.
3
Table 1 Coding framework of knowledge management processes
Theme
Knowledge capture
Knowledge reflection
Definition
Sample reference
reflections on or
discoveries of knowledge
related to professional
practices
One major difficulty to run a SME is to build a trusting
relationship with your clients. Public recognition of the
enterprise such as awards is definitely helpful to help create
and reinforce such relationship.
personal insights into the
meaning and implications
of professional experiences
At that time, I realized that an understanding towards users’
information literacy and information needs is crucial before
we provide any services to the users. The professional
experience provided me with such insight: Don’t just deliver
the best functions to the users but the most suitable ones.
sharing, disseminating or
exchanging of ideas and
knowledge among the
individuals
The Free Software Directory was a project of the Free
Software Foundation (FSF) and UNESCO. They cataloged
useful free software that runs under free operating systems-particularly the GNU operating system and its GNU/Linux
variants.
Posting questions
questions that facilitate
communication and
discussion among users
I also think gathering resources from databases is helpful
but I don't know which databases are of use. Do you have
any suggestions?
Providing feedback
responses to another post
that contribute to
knowledge building or
sharing
To one reflective journal where a student talked about the
use of cassette tapes in his organization, a participant replied:
Cassette tape seems really outdated now; if you don’t tell, I
can’t believe that they are still in use in some organizations.
Experience capture
Knowledge sharing and
dissemination
Knowledge sharing
Knowledge acquisition
and application
Knowledge construction
discussion and coconstruction on the
understanding of a topic or
knowledge area
A: When we think of security, we think of passwords. The
creation of passwords is the best example to show the
delicate balance between security and convenience. Casual
manner makes password policies fail.
B: Users tended to choose weak, meaningful and easy to
remember passwords.
Problem solving
experience of applying
Although the search functions in MS ACCESS were not userknowledge in solving the
friendly, a user could still search the specific panel. We
problems encountered in
designed a large range of keyword tables that easily hit the
professional practice
data entry. Therefore, we successfully increased the search
results.
Note: Some of the sample references in the table were taken from Chu, Chan & Tiwari (2012).
Table 2 Coding framework of socio-emotional expressions
Theme
Emotional expressions
Positive emotions
Negative emotions
Definition
Sample references
pleasurable affective
expressions including joy,
happiness, gratitude and
contentment
unpleasurable affective
expressions including
distress, anxiety,
depression and anger
After I visited these two departments, I am so happy because I
saw what I have learnt in Higher Diploma can really apply to
real life situation, like how to catalogue and order materials.
I cannot believe the negative environment among the
employees (especially IT Operation Department) here. There
are only 11 employees here, but in the past 1-year 83
employees left. It was hard to believe, isn’t it?
assistance and resource
Do take care of yourself and don't let the internship ruin your
that individuals provide
health. I am sure our PE organizations care about the well
to others through social
beings of their interns too.
relationships
Note: Some of the sample references in the table were taken from Chu, Chan & Tiwari (2012).
Social support
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4
RESULTS AND DISCUSSION
Knowledge management activities on blogs and
Facebook
Blog entries and Facebook posts were coded according
to three knowledge management processes and their
subthemes. Table 3 shows the average number of Blog
entries/Facebook posts each participant contributed. It
provides glimpses into what knowledge management
activities the participates were involved in when they
engaged in blogging/Facebook.
Knowledge capture
As shown in Table 3, there are some differences
between blogs and Facebook users in term of their
knowledge capture activities. A relatively larger
number of Facebook posts (Mean=25.35) were being
coded when compared to blog posts (Mean=5.25).
Specifically, Facebook users had, on average, 7.41
more “knowledge reflection” posts than blog users did.
Also, there was on average 12.69 more “experience
capture” posts coded on Facebook than on blogs. This
indicated that users appeared to capture deep reflections
of knowledge and experience more often on Facebook
than on blogs.
Consistent with existing literature (Ractham & Firpo,
2011), the finding of this study revealed that Facebook
serves as an easy-to-use social media technology for its
users to leverage social networking to elicit tacit
knowledge. A participant (HTH) commented that
“Facebook is very popular now and almost everybody
knows how to use it. You don’t need to learn about it
before you use it. Also the functions of it tend to be
user-friendly”. This quote, together with the statistical
data presented in Table 3, implied that the wide
popularity and user-friendly interface of Facebook
allow it overtake blogs in instant and quick knowledge
capture.
Table 3 Distribution of coded blogs and posts in the theme of knowledge management processes
Blogs (n=53)
Facebook (n=20)
Mean
Mean
Knowledge capture
5.25
25.35
Knowledge reflection
3.19
10.6
Experience capture
2.06
14.75
Knowledge sharing and dissemination
2.20
7.4
Information sharing
1.7
1.4
Posting questions
0.19
1.3
Providing feedback
0.32
4.7
Knowledge acquisition and application
3.96
2.25
Knowledge construction
2.3
0.8
Problem solving
1.66
1.45
Note: The figures represent the average number of Blog entries/Facebook posts each participant contributed.
Knowledge sharing and dissemination
Results also indicated that more feedbacks and
responses was found on Facebook than blogs, which
contributed to the discrepancy in their knowledge
sharing and dissemination. Tabe 3 showed that more
Facebook posts were coded in the subtheme, “providing
feedback”, with an average of 4.38 posts more compare
to blog.
This finding is further comfirmed with the comments
made by participants in the interview. They recognized
that Facebook has more advanced group features. For
instance, all messages posted onto the group wall would
generate group notifications and greater attention
among the group members (De Villiers, 2010). As
noted by one of the participants (WCM), “when you
posted anything in the group, everyone can view it.
With notifications users can read the most updated
comments from their friends easily and immediately.
Hence, it helps facilitate knowledge sharing.” This
finding appears to be consistent with earlier studies
(Barczyk & Duncan, 2011; McEwan, 2011) that
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Facebook enhances collaboration and facilitates the
exchange of ideas as a result of peer interaction. By
actively engaging individuals in online discussion, it
could support communications and peer-to-peer
feedback among individuals who face common
dilemmas (Selwyn, 2009; Ziegler, 2007), constituting
what could be a significant collaboration platform for
knowledge construction (Kabilan, Ahman, & Abidin,
2010; Wang et al, 2011).
Apart from its advanced group features, Facebook is
also associated with greater offline social connection,
which can promote knowledge dissemination and
sharing. A blog user (CWY) suggested that “even
though we always wrote something about ourselves on
the blog, we used it only among our group of
classmates. However, there are more functions in
Facebook and we could include more people like our
colleagues. For instance, my classmates can get in
touch with my colleagues through Facebook. In this
way, we probably can know more and learn more.”
Another participant (LTK) also mentioned that “it
5
(blogging) is just like writing our own diaries without
interaction”. These comments probably revealed why
Facebook was found to be more commom than blogs in
the dissemination of information and knowledge.
Unlike blogs, the primary function of Facebook is for
“social searching”, i.e. find out more about people who
they already knew (Lampe, Ellison, & Steinfield, 2006).
Its users mainly use Facebook to connect and maintain
relationships with existing offline contacts (Joinson,
2008). Therefore, it provides greater social motivation
for its users to communicate and interact with others
(classmates, colleagues and academic supervisior) on
Facbeook.
Knowledge acquisition and application
As shown in Table 3, there is a slight difference
between blogs and Facebook in term of their knowledge
acquisition and application activities. In particular, their
difference mainly lies on the knowledge construction.
Blog users are more likely to produce entries related to
discussion and co-construction on the understanding of
a specific knowledge area during internship.
Socio-emotional
Facebook
expressions
on
blogs
and
This study also looked at the blog entries and Facebook
posts that are related to emotional expressions and
social support, and Table 4 summarized the result. It
showed that the difference of the amount of emotional
expressions on blogs and Facebook is not obvious.
However, Facebook posts were coded with 4.57 more
references in “social support” compared to blog posts.
This means that Facebook users seemingly had a higher
level of engagement in the provision of social support.
Facebook was found to enhance social support because
“its interactive element is strong”, commented by one
of the participants (CKL) during the interview. For
instance, its Wall function enables the users to post
items and leave comments easily on each other’s Wall.
It offers them a new form of communication that
facilitates discussion and reciprocal interaction. In
addition, Facebook users could read and respond to
each other’s postings by giving ‘Like’s. As responded
by a participant (SKH), “Like represents a kind of
encouragement since everyone worked in different
locations and it was good that they were aware of my
situation”. For participant WCM, ‘Like’ was the
“expression of concerns about each other’s status”.
These kinds of interactive features therefore generate
greater sense of social connection among Facebook
users, which could be one indicative factor of the higher
degree of knowledge management engagement found
among Facebook users.
Table 4 Distribution of coded blogs and posts in the theme of socio-emotional expressions
Blogs (n=53)
Facebook (n=20)
4.96
3.6
Positive emotions
2.42
3
Negative emotions
1.57
0.6
Emotional expressions
Social support
0.98
5.55
Note: The figures represent the average number of Blog entries/Facebook posts each participant contributed.
Perception of social support via blogging and
Facebook
served as a platform for facilitating social support
during internship.
Participants were asked to report their perceptions of
blogs/Facebook for mutual support and collaboration.
As shown in Table 5, Facebook user perceived a
significantly greater support among classmates via
commenting than blog users did (p=0.03). Participant
LKL reported that he posted comments like, “You did a
good job!” and “You learnt something new” in respond
to others’ Facebook posts as a way of supporting other
classmates.
This result showed that social media has a predominant
influence on the social-emotional interaction between
the users, which in turn may affect their knowledge
management activities. As suggested by Chatti et al.
(2007), “social media supports a bottom-up building of
communities and networks”. By using appropriate
social media technologies, it can enhance the social
motivation of the users in pursuing knowledge
management. As shown in the above findings,
Facebook users are more likely to express social
support on the platform. The perceived support from
classmates and supervisors among the Facebook users
was also significantly greater than that of blog users.
The results clearly indicated that Facebook is a more
effective social media in building a culture of support,
thereby facilitating the social-collaborative process of
knowledge management. As a social networking
platform, Facebook comprise more interactive and
collaborative features (e.g. group notification, private
In addition, the Mann-Whitney test also revealed that
significantly higher ratings were given by Facebook
users for their perceived support from supervisor via
mutual interaction than blog users did (p<0.01). They
perceived the feedback provided by the supervisor on
Facebook as supportive and encouraging. For instance,
participant CKT commented that his supervisor
“provided constructive and productive comments on
Facebook”. These findings indicated that Facebook has
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6
messaging), and provides more channels to demonstrate
social support (e.g. giving “Like”). With the provision
of a supportive social framework, individuals are
therefore more willing to connect, communicate and
reflect their knowledge and experiences on Facebook.
Table 5 Perceived support of Blogs and Facebook
Survey items
Blogs (n = 53)
Mean (SD)
Median
2.67 (0.65)
3.00
Facebook (n = 20)
Mean (SD)
Median
3.00 (0.32)
3.00
Sig. Mann–
Whitney
0.03*
- Perceived support from classmates via
commenting
- Perceived support from supervisor via
1.92 (0.84)
3.00
2.85 (0.59)
3.00
<0.01*
mutual interaction
Notes: Ratings are based on a 4-point Likert-type scale: 1-‘Strongly disagree’, 2-‘Disagree’, 3-‘Agree’, and 4-‘Strongly
agree’.
*statistically significant at p < 0.05.
LIMITATIONS
The small sample size and non-random sampling
method serve as the major limitations of this study,
which may undermine the generalizability of the
findings. Only four cohorts of undergraduate students
were investigated in this study. Future studies may fill
these gaps by recruiting a large amount of participants
and using a more sophisticated sampling method in
order to consolidate the research findings.
In addition, this study mainly covered the knowledge
management processes in the educational setting. It is
suggested that future research can extend the scope of
the study beyond classrooms and into various kinds of
organizational settings including libraries, corporations,
and non-profit-making organizations. Nevertheless, this
study provides insight into how social media,
particularly blogging and Facebook, can support the
knowledge management process and what kinds of
activities are mainly involved in the online platforms.
SIGNIFICANCE
The study demonstrated how social media impact the
practice and experience of online knowledge
management. While previous studies have generally
adopted a theoretical deductive approach (Levy, 2009;
Razmerita, Kirchner, & Sudzina, 2009) and a case study
design (Matschke, Moskaliuk, & Cress, 2012; Sotirios
& Alya, 2009) in investigating the role of social media
in knowledge management, qualitative content analysis
in this study provided a way to illustrate the kind of
knowledge management processes that the individuals
were involved in through the use of social media.
Another contribution of this study is the development of
a coding scheme that specifically focuses on
individuals’ online knowledge management processes.
In this study, Facebook was found to be a more
productive platform for knowledge capture and
knowledge sharing compared with blogs. Specifically,
Facebook users showed a high degree of engagement in
reflecting knowledge, capturing daily/professional
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experience and providing feedbacks that support
knowledge transfer.
Last but not least, this study also suggested that the
choice of social media has a predominant influence on
the social-emotional interaction between the users,
which in turn may affect their active engagement in
knowledge management. According to the students’
comments, the more interactive and collaborative
features of Facebook allow them form tighter social
bonds within the network, help cultivate a favorable
culture for online knowledge management, hence
increase their motivation in participating in sharing
knowledge using the tool.
By investigating how blogs and Facebook may help
scaffold students’ information sharing and knowledge
construction during internship, our finding provides
empirical evidence that supports the significance of
social media in knowledge management within the
educational setting. This study serves as an impetus for
further investigations into how blogs and Facebook can
be utilized to facilitate individuals’ knowledge
management in diverse organizational contexts.
ACKNOWLEDGMENTS
This study was financed by CRCG Small Project
Funding.
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