The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.

The purpose of this study was to prove the factors that influence the use of online learning platforms used in the COVID-19 pandemic. This study used quantitative methods to analyze the validity and reliability of items and to test hypotheses. This study employed the theory of UTAUT2 models with several other variables. The total participants in this questionnaire were 175 people: lecturers, teachers, and students at the university and were randomly drawn. Consists of ten independent variables and one dependent variable. The findings of this study on ten hypotheses were only two accepted and eight rejected but. the authenticity of this study was never investigated about the purpose of using the Zoom platform during the COVID-19 pandemic in the context of education in Indonesia.

No abstract

The aim of this study is to identify the impact of Group-Based Flipped Learning (GBFL) in improving higher order thinking skills among pre-service teachers. This study involved 17 pre-service teachers enrolled in Postgraduate Diploma in Education programme. This study adopted a qualitative approach within scholarship of teaching and learning research design. The data from instructors' and students' reflective writings and students' works were thematically analysed. Students' reflections were based on their learning experience in Technology and Innovation in Education course. Analysis of students' and instructors' reflections indicated that students experienced meaningful learning through active and collaborative learning activities. In addition, students felt connected to each other through GBFL. Students also valued the GBFL as it enhances their higher order thinking skills in terms of creativity, collaboration, critical thinking and communication. The outcome of this research contributes to the development of GBFL guideline that can be applied in designing meaningful GBFL. Course designers and instructors can integrate GBFL in order to improve students' higher order thinking skill which is important for developing students' 21st century learning skill.

The aim of this study is to examine the factors that influenced the use of Edmodo content management system to support the teaching and learning in a flipped classroom context. Using an extended technology acceptance model (TAM), we adopted a revised model consisting of two external factors (Content Quality and Motivation) that may influence students' perceptions and acceptance of the system. A total of 42 students were involved in this study. The students attended a course in a flipped classroom environment. The findings of the study utilizing the multiple regression analysis revealed that the Edmodo content management system was well accepted where the Content Quality acted as a good external factor and able to predict the students Perception of Usefulness and Perception Ease of Use. As for Motivation, it was found that there was no positive relationship with the Perception of Usefulness.