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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Inès Saad & Thierry Jaillet & Brice Mayag & Elsa Negre & Camille Rosenthal Sabroux, 2026. "Importance of tacit knowledge in online synchronous courses: case of higher education in France," Post-Print hal-05667113, HAL.
    • Handle: RePEc:hal:journl:hal-05667113
    DOI: 10.1504/IJKMS.2026.153877
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