The Effect of Faculty-Student Interaction on the Effectiveness of Undergraduate Knowledge Sharing in Higher Education: Based on SEM and fsQCA Methods

Abstract

[Purpose/Significance] With the continuous development and application of online Internet faculty-student teaching/communication and other software, the mixed offline and online faculty-student interaction methods have become mainstream. In order to investigate the mechanism of the influence of different university faculty-student interaction methods on the effect of undergraduate knowledge sharing under the influence of the Internet environment, this study refined the division of online/offline teacher-student interaction in two dimensions: classroom interaction and extracurricular interaction, introduced academic emotion as a mediating variable, constructed a theoretical model and conducted empirical evidence. [Method/Process] By collecting 296 valid samples, a combination of SEM and fsQCA was used to conduct the empirical analysis. [Result/Conclusion] The SEM study found that classroom interaction directly and positively influenced the knowledge sharing effect of undergraduate students, while extracurricular interaction could not directly and positively influence the knowledge sharing effect; classroom interaction and extracurricular interaction could positively influence the knowledge sharing effect through the mediating role of academic emotion. Further, a high knowledge sharing effect antecedent construct and two low knowledge sharing effect antecedent constructs were obtained through fsQCA analysis, and it was found that online and offline classroom interactions, offline extracurricular interactions, and academic emotions jointly affected the high knowledge sharing effect; while the lack of positive teacher-student interactions and negative academic emotions may cause the low sharing effect.

Keywords

• teacher-student interaction