An Investigation into the Factors Affecting the Knowledge Sharing Behavior of College Students in Flipped Classrooms
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Abstract
The study combines the technical characteristics and the variables featured in the flipped classroom teaching model to discover the mechanism of the role of students' knowledge sharing intention and behavior generation, which is practically significant for enhancing teaching effectiveness. This study integrates flipped classroom characteristic variables with the technology acceptance model TAM and S-O-R framework to construct a model of factors influencing college students' knowledge sharing behavior. Focusing on flipped classroom students in Chinese universities, SPSS22.0 was utilized to analyze the validity of the questionnaire, while AMOS23.0 was employed to verify the model and hypothesis. The findings revealed that teacher support, interactivity, information and system quality had significant positive effects on both perceived ease of use and perceived usefulness, and affects intention to share knowledge through the mediating role of perceived ease of use and perceived usefulness; Perceived ease of use, perceived usefulness, and goal orientation (mastery and performance approach goal) significantly and positively affect willingness to share knowledge; goal orientation (performance avoidance goal) harms intention to share knowledge. Knowledge sharing intention significantly and positively influences knowledge sharing behavior.
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