Research on the development and innovation of online education based on digital knowledge sharing community

BACKGROUND: Digital knowledge sharing (DKS) communities have emerged as a promising approach to support learning and innovation in online higher education. These communities facilitate the exchange of knowledge, resources, and ideas among educators, students, and experts, creating opportunities for collaboration, innovation, and lifelong learning. However, the impact and role of DKS communities in online education are not well understood, and further research is needed to explore their potential benefits and challenges. PURPOSE: This multi-objective qualitative study aims to investigate the impact and role of DKS communities in online higher education, identifying the factors that promote student success and the implications for the development of online education. The study collected data from 20 informants who have experienced teaching online during and after the pandemic. Data were collected through in-depth interviews and analyzed using thematic analysis. The informants were selected through theoretical sampling. METHODOLOGY: To explore the impact and role of DKS communities in online higher education, this study employed a multi-objective qualitative research method. Data were collected through in-depth interviews conducted with 20 informants who possessed experience in teaching online during and after the pandemic. The informants were selected through theoretical sampling to ensure diverse perspectives and insights. The collected data were subsequently analyzed using thematic analysis, allowing for the identification of key themes and patterns. FINDINGS: The findings of this study provide valuable insights into the impact and role of DKS communities in online higher education. These insights encompass various aspects, including the benefits and challenges of DKS in online education, the factors that contribute to student success, and the implications for the ongoing development and innovation of online education. CONCLUSIONS: In conclusion, this multi-objective qualitative study sheds light on the significance of DKS communities in online higher education. It underscores their potential to enhance collaboration, innovation, and lifelong learning. The findings also emphasize the importance of addressing challenges and fostering an inclusive and supportive online learning environment. These insights inform best practices and contribute to the continuous development and innovation of online education, particularly in the post-pandemic educational landscape. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s40359-023-01337-6.