＂Three Connected and Two Platforms＂ is the critical pathway to realize educational informationization. ＂Everyone is connected to online learning space＂ is the key to idaange teaching and learning methods. Therefore, studying knowledge sharing behavior and its mechanism in online learning space has important theoretical and practical values. Employing online students from the Central China Normal University as research participants, this study used survey research method to examine students＇ knowledge sharing behavior, their personal factors, and the online learning atmosphere. This study found that： there were relatively more browsing and downloading behavior in online learning space, while there were relatively less behaviors of asking questions, posting notes, and replying notes; students＇ perceived self-efficacy, growth expectations, and evaluation hesitation in knowledge sharing were relatively while their psychological expectation levels in knowledge s trust level was higher than their affective trust level; haring was relatively students＇ perceived low; students＇ economic self-efficacy, outcome expectations, trust, and knowledge sharing behavior were significantly and positively correlated; evaluation hesitation and knowledge sharing behavior have minor negative correlation; students＇ grade （year of learning） were not correlated to any tested variables; the influences of students＇ gender and their major on each tested variable were very limited.
Social Cognitive Theory
Online Learning Spaces