Importance of tacit knowledge in online synchronous courses: case of higher education in France

Inès Saad (), Thierry Jaillet, Brice Mayag (), Elsa Negre and Camille Rosenthal Sabroux
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Inès Saad: ESC Amiens, MIS - Modélisation, Information et Systèmes - UR UPJV 4290 - UPJV - Université de Picardie Jules Verne
Thierry Jaillet: LAMSADE - Laboratoire d'analyse et modélisation de systèmes pour l'aide à la décision - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres - CNRS - Centre National de la Recherche Scientifique
Brice Mayag: LAMSADE - Laboratoire d'analyse et modélisation de systèmes pour l'aide à la décision - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres - CNRS - Centre National de la Recherche Scientifique
Elsa Negre: LAMSADE - Laboratoire d'analyse et modélisation de systèmes pour l'aide à la décision - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres - CNRS - Centre National de la Recherche Scientifique
Camille Rosenthal Sabroux: LAMSADE - Laboratoire d'analyse et modélisation de systèmes pour l'aide à la décision - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres - CNRS - Centre National de la Recherche Scientifique

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Abstract: This study reveals the importance of tacit knowledge and suggests favouring teacher-student interactions in online synchronous courses in the case of higher education. Our empirical study surveyed 171 students who had been learning in online-synchronous mode in higher education in France since the COVID-19 pandemic. They were from six French higher schools and had backgrounds in either computer science or management science. We found that 57% of respondents preferred face-to-face learning versus 13% who preferred online learning. For respondents who preferred face-to-face, the syntactic analysis shows that this format allowed them to interact more easily with the teacher and their classmates.

Keywords: France; Learning preferences; Online learning:Information systems; Face-to-face learning; Student survey; Empirical study; Interactions; Higher education; Tacit knowledge; Oonline synchronous classroom (search for similar items in EconPapers)
Date: 2026
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Published in International Journal of Knowledge Management Studies, 2026, 17 (2), pp.257-272. ⟨10.1504/IJKMS.2026.153877⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05667113

DOI: 10.1504/IJKMS.2026.153877

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