An Investigation into the Factors Affecting the Knowledge Sharing Behavior of College Students in Flipped Classrooms

Main Article Content

Xi Tong
Zhongwu Li


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.

Article Details

How to Cite
Tong, X., & Li, Z. (2022). An Investigation into the Factors Affecting the Knowledge Sharing Behavior of College Students in Flipped Classrooms. Journal of Arts Management, 6(2), 516–539. Retrieved from
Research Articles


Bagais, O. A., Aljaaidi, K. S., & Al-Moayaz, E. S. (2020). Knowledge Sharing Among Accounting Students: An Exploratory Study. Journal of Asian Finance Economics and Business, 7(11), 557-561.

Bock, G. W., & Kim, Y. G. (2002). Breaking the Myths of Rewards: An Exploratory Study of Attitudes about Knowledge Sharing. Information Resources Management Journal, 15, 14-21.

Cha, K., & Kwon, S. (2018). Understanding the adoption of e-learning in South Korea: Using the extended Technology Acceptance Model approach. Kedi Journal of Educational Policy, 15(2), 165-183.

Chen, S., & Xu, L. (2018). Collaborative learning and knowledge construction based on flipped classroom. Cultural and Educational Materials (3), 193-196.

Cheng, S., Zhang, M., & Tan, A. (2019). A study on the factors influencing blended learning satisfaction based on flipped classroom. Contemporary Vocational Education, (2), 12.

Collins, C. J., & Smith, K. G. (2006). Knowledge Exchange and Combination: The Role of Human Resource Practices in the Performance of High-Technology Firms. Academy of Management Journal, 49(3), 544-560.

Davis, F. D., Bagozzi, R., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35, 982-1003.

Donovan, R. J., & Rossiter, J. R. (1982). Store atmosphere: An environmental psychology approach. Journal of Retailing, 58(1), 34-57.

Du, S. (2017). Research on the realization path and effect evaluation of blended learning in the context of MOOC[Doctoral dissertation, China Agricultural University].

Dweck, C. S. (1986). Motivation processes affecting learning. American Psychologist, 41, 1040-1048.

Fishbein, M., & Ajzen, I. (1977). Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research. Contemporary Sociology, 6, 244.

Gu, X., Zhang, B., Lin, X., & Song, X. (2010). Evaluating online solutions for experiential support of distance learning by teachers in China. Journal of Computer Assisted Learning, 25(2), 114-125.

Guo, X., Guo, Z., & Li, M. (2019). Mechanisms of classroom interaction on student engagement in SPOC. Experimental Technology and Management, 36(6), 6.

Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293.

Hsieh, J. C., Huang, Y. M., & Wu, W. V. (2016). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178-190.

Huang, M., & Department, F. L. (2016). Process inversion of knowledge transfer and internalization the teaching model design and key factors of flipped classroom. Overseas English.

Jantavongso, S., & Nuansomsri, C. (2019). Factors influencing knowledge sharing among Thai ICT undergraduate students. Journal of Technology and Innovation in Tertiary Education, 2(1), 1-10.

Keong, Y. C., & Subhi, S. N. (2015). The role of knowledge sharing in the learning process among Iraqi efl postgraduate student in UKM. International Journal of Education and Research, 3(12), 185-198.

Khlaisang, J., Teo, T., & Huang, F. (2021). Acceptance of a flipped smart application for learning: A study among Thai university students. Interactive Learning Environments, 29(5), 772-789.

Kuo, Y. C., Walker, A. E., Belland, B. R., Schroder, K., & Kuo, Y. T. (2014). A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. International Review of Research in Open & Distributed Learning, 15(1), 161-181.

Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35-50. j.iheduc.2013.10.001

Limniou, M., Schermbruker, I., & Lyons, M. (2018). Traditional and flipped classroom approaches delivered by two different teachers: The student perspective. Education and Information Technologies, 23(2), 797-817.

Lin, C. Y., & Huang, C. K. (2020). Understanding the antecedents of knowledge sharing behaviour and its relationship to team effectiveness and individual learning. Australasian Journal of Educational Technology, 36(2), 89-104.

Lin, T. J. (2021). Exploring the Differences in Taiwanese University Students' Online Learning Task Value, Goal Orientation, and Self-Efficacy Before and After the COVID-19 Outbreak. The Asia-Pacific Education Researcher, 30(3), 191-203.

Majid, S., & Wey, S. (2011). Knowledge sharing behavior of graduate students. Global Aspects and Cultural Perspectives on Knowledge Management: Emerging Dimensions.

Mehrabian, A., & Russell, J. A. (1974). An approach to environmental psychology. the MIT Press.

Mohammadi, H. (2015). Investigating users' perspectives on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45, 359-374.

Osman, S., Kamal, S.-I. M., Ali, M. N., Noor, J. M., WahiAnuar, M. A., & Othman, R. (2015). Mechanisms of Knowledge sharing among undergraduate students in UiTM Johor. Procedia. Economics and finance, 31, 903-908.

Rajak, A., Abu Bakar, D., Lajim, N., Kamarulzaman, N., Karim, S., & Almunawar, M. (2018). E-learning services acceptance in higher educational institutes: A case study in Brunei. Education and Information Technologies, 23(6), 2341-2361.

Salloum, S. A., Al-Emran, M. M., & Alhamad, A. (2019). Exploring students' acceptance of e-learning through the development of a comprehensive technology acceptance model. Ieee Access, 7, 128445-128462.

Shen, M. (2016). Research on affecting factors of the normal students' flipped classrrom acceptance. Huazhong Normal University.

Swift, M., Balkin, D. B., & Matusik, S. F. (2010). Goal orientations and the motivation to share knowledge. Journal of Knowledge Management, 14(3), 378-393.

Teece, D. (1977). Technology transfer by multinational firms: The resource cost of transferring technological know-how. The Economic Journal, 87(346), 242-261.

Wahyuni, R., Al-Hafidz, M. U., & Kunthi, R. (2018). Exploring antecedent factors toward knowledge sharing intention in E-learning. The IEEE Symposium on Computer Applications & Industrial Electronics (ISCAIE 2018).

Wang, J. (2016). On the essence of flipped classroom. Higher Education Research, 37(8), 53-59.

Wang, T. S. (2013). Design and Assessment of Joyful Mobile Navigation Systems based on TAM and Integrating Learning Models Applied on Ecological Teaching Activity. Eurasia Journal of Mathematics Science and Technology Education, 9(2), 201-212.

Wu, H., Ge, W., & He, J. (2020). A study on the effect of teacher support on willingness to continue learning in MOOC courses - based on S-O-R and TAM perspectives. Modern Distance Education, (3), 8.

Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and education, 55(1), 155-164.

Wu, S. J., Liu, G. X., Liu, X. M., & Zhou, Z. B. (2017). How to Promote Knowledge Sharing among EVC Members? - Based on Interactive Perspective of Modified TAM Model. Journal of Mathematics Science and Technology Education, 13(9), 6313-6323.

Yang, C. (2016). A review of flipped classroom research in higher education. Jiangsu Higher Education, 185(1), 59-63.

Zhai, X., Gu, J., Liu, H., Liang, J. C., & Tsai, C. C. (2017). An Experiential Learning Perspective on Students' Satisfaction Model in a Flipped Classroom Context. Educational Technology & Society, 20(1), 198-210.

Zhang, M., Tang, G., & Zhang, Y. (2017). Analysis of factors influencing knowledge sharing behavior of virtual community users based on S-O-R model. Intelligence Science, 35(11), 7.

Zhang, Y. (2018). Influencing Factors of Students' Acceptance of Blended Learning Based on Cognitive Neural Network. NeuroQuantology, 16(5), 387-395.

Zhou, T. (2019). Examining users’ knowledge sharing behaviour in online health communities. Data Technologies and Applications, 53(4), 442-455.

Zhou, X., Li, Z., & Zhang, T. (2018). A study on the effect of individual achievement goal orientation on willingness to share knowledge under performance appraisal intervention. Research Management, 39(3), 90-100.