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

Abstract

There is a growing concern for educational institutions to transform and innovate their teaching and learning pedagogy to meet today's demands. This phenomenon is reflected in the rise of the flipped or inverted classroom. However, the motivation and intention of educators to transform from conventional teaching to flipped classrooms is poorly understood. Therefore, a scoping review of the literature was undertaken to identify important determinants in educators’ motivation and intention within the UTAUT model to use the flipped classroom. Databases searched included the Web of Science, Scopus, and ERIC databases. Arksey and O’Malley’s five-stage framework was utilized as the method for the scoping review process. The findings reveal four main themes and twelve sub-themes regarding educators’ motivation and intention to implement the flipped classroom, of which social factors are the most dominant determinants. By examining the crucial determinants that influence the motivation and intention of adopting flipped classrooms, this study might assist educators in successfully making the change.

Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers

“…In addition, teachers believed that VLE is an interesting learning platform and may generate creative and innovative students. VLE application can diversify teachers' teaching methods and provide a flexible learning environment for educational purposes [38], [41]. Thus, the availability of extensive skills and knowledge in digital technology can develop the readiness and confidence among teachers to use VLE in teaching.…”

The Impact of Applying the Servant Leadership Style among Educators in Educational Institutes: A Scoping Review

“…Thus, scoping review can strengthen the proposal of the research issues from past evidence, and enrich the knowledge by exploring uncharted areas from the most recent research [24], [25]. Specifically, scoping review assists the researcher in understanding the significance of the idea from several viewpoints, allowing for additional discussions regarding the concept [26], [27], [28], [29]. In contrast to systematic literature review, which necessitates the application of a set of methodological procedures, scoping review can employ a range of techniques [30], [31].…”

Exploring the integration of bite-sized learning: A scoping review of research in education and related disciplines

“…Scoping reviews are an integral part of the methodology used to ensure clarity, transparency, and prevent inadequate reporting. Despite being a relatively recent approach to synthesizing data, scoping reviews are extensively utilized across various research fields (Akbarialiabad et al, 2021;Daniel et al, 2021;De Wit & Plastow, 2021;Linardon et al, 2022;Munn et al, 2018;Peters et al, 2022;Razak et al, 2022;Yahaya et al, 2022).…”

“…Data extraction methods vary across different areas of study, as the purpose of extraction is to compile and present the available evidence (Pollock et al, 2021). Therefore, we will incorporate data extraction protocols recommended in prior research, such as the year of publication, title, author details, aim/purpose, and study design (Buchanan et al, 2020;Huges et al, 2021;Oravec et al, 2022;Yahaya et al, 2022). Detailed explanation of the extracted data from selected articles will be provide in the subsequent section below.…”