A conceptual model of flipped classroom adoption in medical higher education

Abstract

Purpose Flipped classroom (FC) is a potential approach that encourages active learning and enhances student performance while reducing the failure rate in education. This study was carried out to present the conceptual model of FC adoption by students in higher education. Design/methodology/approach This was a cross-sectional study in which 110 medical students from Tabriz University of Medical Sciences, Tabriz, Iran, were selected by convenience sampling methods as the sample population. An extended technology acceptance model (TAM) was applied to determine the students’ intention concerning the FC adoption. A research-based questionnaire, the validity and reliability of which have been approved, was used as the data collection instrument. The data was analyzed by SPSS v16, IBM. Correlation and regression methods have been used in the empirical study. Finally, the authorized model was presented. Findings The data show that subjective norms and perceived enjoyment have a direct and significant effect on perceived usefulness of the FC approach (ß = 0.32, P-value < 0.05), (ß = 0.7, P-value < 0.01). Also, we found that perceived usefulness (ß = 0.67, P-value < 0.01), perceived ease of use (ß = 0.51, P-value < 0.01) and self-efficacy (ß = 0.43, P-value < 0.01) have a direct and significant effect on FC adoption. Practical implications This study extended TAM and presented a validity model to elucidate student’s behavior concerning FC acceptance. Also, in this study, five determinant factors that affect successful adoption of FC have been clearly identified. The authors found that the new approach of learning such as FC should be an effective, attractive and enjoyable method. Originality/value The findings of this study should be considered when successful implementation of FC is in progress.

Innovative Teaching: A Qualitative Review of Flipped Classrooms

“…This was confirmed by the research analysis of Awidi and Paynters (2019), who noticed positive signs that a flipped-classroom approach could increase the experience and results of student learning. The most prominent positive outcomes from higher education case studies relating to flipped classrooms confirmed positive results on students' understanding, expertise, and participation (Alamri, 2019;Murillo-Zamorano et al, 2019;Abdekhoda et al, 2020;Bhat et al, 2020). The fact that students adopted active learning in this method is another prominent discovery and is corroborated by research studies (Aljaraideh, 2019;Almisad, 2019;Cilliers & Pylman, 2020).…”

Adoption of Video Learning SOPs: Evidence from the Financial Sector with UTAUT Perspective

“…It measures the degree of easiness regarding the usage of technology and a positive predictor for technology acceptance [20]. EE which also identical to perceived ease of use (PEOU) also predicted to influence BI because PEOU significantly impacting BI in the adoption of video learning [7] and adoption of flipped classroom [13]. Thus, this study provides below hypothesis.…”

“…It's been deployed in various ways and purposes so learners can conveniently use the video learning to enhanced their learning experience. Researches also shown that there are significant increasing number of video learning utilization and implementation through many learning styles because video learning proven to improve experience and results [12], [13], [14], and [15].…”

Educators’ Motivation and Intention within the UTAUT Model to Adopt the Flipped Classroom: A Scoping Review

“…Most of the studies are limited to the conceptual model of the flipped classroom (Abdekhoda et al, 2019;Lee et al, 2017), the application of flipped classrooms (Elmaadaway, 2017;Pattanaphanchai, 2019), students' experiences (Green & Schlairet, 2017;Sergis et al, 2018), and attitudes and perceptions of flipped classroom learning (Chan et al, 2020;Zainudin & Attaran, 2016). Long et al (2018) indicated that further research on the determinant variables influencing educators' adoption of the flipped classroom is desirable.…”

“…Thus, many educators have attempted to shift from the conventional lecture approach to using technology to improve students' learning motivation (Basri et al, 2021). Adopting innovative educational strategies, such as the flipped classroom, is unavoidable (Abdekhoda et al, 2019) and has received much attention from educators worldwide (Kiang & Yunus, 2021;Zheng et al, 2020). More importantly, the flipped classroom can help students learn more effectively and prepare them for the challenges of 21stcentury career demands (Al-Shabibi & Al-Ayasra, 2019).…”