This study aims to investigate how social media-enabled fragmented learning (SMFL) influences employee creativity, the mediating roles of declarative knowledge and procedural knowledge and the moderating role of gender in knowledge construction.
A two-wave survey yielded 311 valid employee responses, which were analyzed using partial least squares structural equation modeling and partial least squares multigroup analysis.
Social media-enabled fragmented learning from local communities of practice (SMFLCOP) and social media-enabled fragmented learning from electronic networks of practice (SMFLNOP) positively influence employee creativity. Declarative and procedural knowledge mediate the relationships between SMFLCOP and SMFLNOP and employee creativity. Gender moderates the relationships between SMFL and knowledge acquisition.
This study conceptualizes SMFL as two dimensions, highlighting the critical role of user-generated content in employee learning. By establishing the relationship among SMFL, knowledge acquisition and employee creativity, the study addresses controversies surrounding fragmented learning and enriches the literature on social media and creativity. Moreover, examining gender differences extends constructivist learning theory.
