Asian Social Science; Vol. 10, No. 4; 2014 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education 38 Knowledge Sharing Behaviour among Students in Learning Environments: A Review of Literature Hajar Ghadirian 1 , Ahmad Fauzi Mohd Ayub 1 , Abu Daud Silong 2 , Kamariah Binti Abu Bakar 3 & Ali Mohammad Hossein Zadeh 1 1 Department of Foundation of Education, Faculty of Educational Studies, University Putra Malaysia, UPM, Serdang, Selangor Darul Ehsan, Malaysia 2 Department of Professional Development and Continuing Education, Faculty of Educational Studies, University Putra Malaysia, UPM, Serdang, Selangor Darul Ehsan, Malaysia 3 Department of Science and Technical Education, Faculty of Educational Studies, University Putra Malaysia, UPM, Serdang, Selangor Darul Ehsan, Malaysia Correspondence: Ahmad Fauzi Mohd Ayub, Department of Foundation of Education, Faculty of Educational Studies, University Putra Malaysia, 43400 UPM, Serdang, Selangor Darul Ehsan, Malaysia. Tel: 61-3-377-6602. E-mail: ahmad_fauzim@hotmail.com Received: October 6, 2013 Accepted: December 20, 2013 Online Published: January 26, 2014 doi:10.5539/ass.v10n4p38 URL: http://dx.doi.org/10.5539/ass.v10n4p38 Abstract Knowledge sharing is critical element for intellectual discourses. However, knowledge sharing is a demanding task that takes time and effort and requires students to be persistent and willing to interact with each other. Recognizing factors that impact knowledge sharing in learning communities is critical. This paper reviews the current literature on knowledge-sharing among students in learning environments, discusses possible factors affecting knowledge sharing behavior among students, and provides future research opportunities. A search of the literature was performed across the ERIC and Academic Search Premier. Empirical studies were included for review if they specifically examined the impact of possible sets of factors on knowledge sharing in learning environments. Key features of articles were classified at the four areas of emphasis: theoretical framework, context of the study, predictive variables, and conceptualization of knowledge sharing and its dimensions. This classification provides a means for educators, instructional designers and curriculums developers to identify key factors involved in successful knowledge sharing process. However, given the limited number of studies currently available, further research is required to establish clear conclusion and recommendation. Keywords: knowledge sharing, learning environments, conceptualization of knowledge sharing, dimensions of knowledge sharing behavior 1. Introduction Knowledge sharing is a component of knowledge management and important factor in the organizational world. Critical step in knowledge acquisition is knowledge sharing. According to Brown (1988) students in learning communities are expected to be responsible of their education proactively by “learning with both individual responsibility and communal sharing” (Brown, 1988). This idea suggests the importance and value of knowledge sharing among students. Knowledge sharing takes place when information or knowledge is shared by individuals within a group and during the process the information or knowledge will also be negotiated and refined until it becomes common knowledge to the group (Yang, 2004). The difference between information and knowledge is that information is like a "message" and can be “unidirectional and unrequested" whereas knowledge is interpreted information by a person’s experiences and insights within a context and contains an “element of reciprocity" (Davenport & Prusak, 1999; Connelly & Kelloway, 2003, p. 294). The key challenge in both online and traditional learning is to encourage knowledge sharing through social interaction in various forms. Knowledge sharing is considered as a social phenomenon related to interpersonal relationships and social interactions (Lin, Wu, & Lu, 2012). In general, communities provide setting for participation and presence in the discussion (Vonderwell & Zackariah, 2005) where learners share knowledge and negotiate what they mean (Bober & Dennen, 2001).