Abstract
The COVID-19 outbreak had multiple impacts on our lives. While the overall society has been impacted, teachers and students have not been spared: lockdowns and emergency remote teaching led them to adapt. So that teachers suddenly taught online to transfer knowledge. Besides such an adaptation, one of the challenges has been to keep students motivated and interested to ensure knowledge transfer, even if there were no physical interaction. Human responses are then crucial as answers to these challenges, when individuals are facing such a crisis situation. In this paper, we propose to model teaching mechanisms and how they have been impacted to suddenly go online and ensure knowledge transfer, whether tacit or made-explicit. We focus on the importance of tacit knowledge transfer from the teacher towards the students. Through our proposal we highlight the role of interactions between the teacher and the students and how much informal exchanges are essential to transfer tacit knowledge.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
References
Abeyweera, R., Guillerme, G., Senanayake, N.S., Peiris, A., Jayasuriya, J., Fransson, T.H.: Dissemination of knowledge and sharing experiences in emerging issues through a remote summer school. In: 2019 IEEE Global Engineering Education Conference (EDUCON), pp. 152–159. IEEE (2019)
Adam-Ledunois, S., Arduin, P.E., David, A., Parguel, B.: Basculer soudain aux cours en ligne : le regard des étudiants. In: Le Libellio d’Aegis. vol. 16 - Série spéciale Coronam, semaine 5, pp. 55–67 (2020)
Al Lily, A.E., Ismail, A.F., Abunasser, F.M., Alqahtani, R.H.A.: Distance education as a response to pandemics: coronavirus and Arab culture. Technol. Soc. 101317 (2020)
Alavi, M., Leidner, D.E.: Knowledge management and knowledge management systems: conceptual foundations and research issues. MIS Q. 25(1), 107–136 (2001)
Arduin, P.E., Grundstein, M., Rosenthal-Sabroux, C.: Information and Knowledge System. Wiley-ISTE (2015)
Arduin, P.E., Rosenthal-Sabroux, C., Grundstein, M.: Considering tacit knowledge when bridging knowledge management and information systems for collaborative decision-making. Inf. Syst. Knowl. Manag. 131–158 (2014)
Argote, L., Erin, F.: Knowledge transfer in organizations: the roles of members, tasks, tools, and networks. Organ. Behav. Hum. Decis. Process. 136(1), 146–159 (2016)
Baloran, E.T.: Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. J. Loss Trauma 1–8 (2020)
Baltrunas, L., Ludwig, B., Peer, S., Ricci, F.: Context relevance assessment and exploitation in mobile recommender systems. Pers. Ubiquit. Comput. - PUC 16, 1–20 (2012). https://doi.org/10.1007/s00779-011-0417-x
Bazire, M., Brézillon, P.: Understanding context before using it. In: Dey, A., Kokinov, B., Leake, D., Turner, R. (eds.) CONTEXT 2005. LNCS (LNAI), vol. 3554, pp. 29–40. Springer, Heidelberg (2005). https://doi.org/10.1007/11508373_3
Bouzayane, S., Saad, I.: Prediction method based DRSA to improve the individual knowledge appropriation in a collaborative learning environment: case of MOOCs. In: 50th Hawaii International Conference on System Sciences (HICSS), pp. 124–133 (2017)
Burian, S., Horsburgh, J., Rosenberg, D., Ames, D., Hunter, L., Strong, C.: Using interactive video conferencing for multi-institution, team-teaching. In: Proceedings of the ASEE Annual Conference and Exposition, vol. 23, p. 1 (2013)
Cohen, W.M., Levinthal, D.A.: Absorptive capacity: a new perspective on learning and innovation. Adm. Sci. Q. 35(1), 128–152 (1990)
Davenport, T.H., Prusak, L., et al.: Working Knowledge: How Organizations Manage What They Know. Harvard Business Press (1998)
Dey, A.: Understanding and using context. Pers. Ubiquit. Comput. 5, 4–7 (2001). https://doi.org/10.1007/s007790170019
Fantl, J.: The Philosophy of Information. Oxford University Press, Oxford (2012)
Ghrab, S., Saad, I., Kassel, G., Gargouri, F.: A core ontology of know-how and knowing-that for improving knowledge sharing and decision making in the digital age. J. Decis. Syst. 26(2), 138–151 (2017)
Grippa, F., Secundo, G.: How km 2.0 supports remote cross-cultural learning communities. In: Proceedings of the 9th European Conference on Knowledge Management: ECKM2008, p. 241. Academic Conferences Limited (2008)
Grundstein, M.: Toward management based on knowledge. In: Current Issues in Knowledge Management. IntechOpen (2019)
Grundstein, M., Rosenthal-Sabroux, C.: Vers une approche du système d’information et de connaissance transposée de l’approche du knowledge management dans l’entreprise étendue. In: Management et gouvernance des SI, pp. 85–127. Hermès Science - Lavoisier (2009)
Henricksen, K., Indulska, J.: Developing context-aware pervasive computing applications: models and approach. Pervasive Mob. Comput. 2(1), 37–64 (2006). https://doi.org/10.1016/j.pmcj.2005.07.003
Huang, R., Tlili, A., Chang, T.W., Zhang, X., Nascimbeni, F., Burgos, D.: Disrupted classes, undisrupted learning during COVID-19 outbreak in china: application of open educational practices and resources. Smart Learn. Environ. 7(1), 1–15 (2020)
Klein, É.: Le goût du vrai. Gallimard (2020)
Kolb, D.A.: Experience as the Source of Learning and Development. Prentice Hall, Upper Sadle River (1984)
Lee, J.: Mental health effects of school closures during COVID-19. Lancet Child Adolescent Health 4(6), 421 (2020)
Moore, M.G.: Distance education: the foundations of effective practice. J. High. Educ. 63(4), 468–472 (1992)
Nariman, D.: Impact of the interactive e-learning instructions on effectiveness of a programming course. In: Barolli, L., Poniszewska-Maranda, A., Enokido, T. (eds.) CISIS 2020. AISC, vol. 1194, pp. 588–597. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-50454-0_61
Riboni, D., Bettini, C.: COSAR: hybrid reasoning for context-aware activity recognition. Pers. Ubiquit. Comput. 15, 271–289 (2011). https://doi.org/10.1007/s00779-010-0331-7
Saad, I., Rosenthal-Sabroux, C., Gargouri, F.: Information Systems for Knowledge Management. Wiley, Hoboken (2014)
Sillamy, N.: Dictionnaire usuel de psychologie. Bordas (1983)
Tsuchiya, S.: Improving knowledge creation ability through organizational learning. In: Proceedings of the International Symposium on the Management of Industrial and Corporate Knowledge, ISMICK 1993, pp. 87–95 (1993)
Vahidi Ferdousi, Z., Negre, E., Colazzo, D.: Context factors in context-aware recommender systems. In: Atelier interdisciplinaire sur les systèmes de recommandation, AISR 2017, Paris, France, May 2017
Yamamoto, N.: An integrated online learning approach using a smartphone-based active learning system and a web video on-demand system. In: Barolli, L., Li, K.F., Enokido, T., Takizawa, M. (eds.) NBiS 2020. AISC, vol. 1264, pp. 369–374. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-57811-4_35
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this paper
Cite this paper
Arduin, PE., Grundstein, M., Mayag, B., Negre, E., Rosenthal-Sabroux, C., Saad, I. (2021). The Importance of Tacit Knowledge When Teaching Suddenly Online. In: Saad, I., Rosenthal-Sabroux, C., Gargouri, F., Arduin, PE. (eds) Information and Knowledge Systems. Digital Technologies, Artificial Intelligence and Decision Making. ICIKS 2021. Lecture Notes in Business Information Processing, vol 425. Springer, Cham. https://doi.org/10.1007/978-3-030-85977-0_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-85977-0_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-85976-3
Online ISBN: 978-3-030-85977-0
eBook Packages: Computer ScienceComputer Science (R0)