Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

Abstract

The flipped classroom is an instructional model which allows for more advanced learning activities during in‐class time while introduces subject knowledge to students prior to class. To address a gap in the recent research regarding higher education instructors’ experiences, perceptions and adoption decisions of the flipped classroom instruction, this study aimed at investigating the critical factors which were predictive of a higher education instructor’s decision to adopt a flipped classroom instructional model through exploratory factor analysis (EFA) and multiple regression in a US university. The results revealed that performance expectancy and technology self‐efficacy were significant predictors. Although facilitation condition was significantly correlated with instructors’ adoption decisions, it was not a significant predictor. This study suggests that in order to improve higher education instructors’ adoption decisions of the flipped classroom and other active learning instructional models, it is of priority for institutions to remove the internal barriers to instructors’ adoption decisions of these instructional models, such as improving their performance expectancy and technology self‐efficacy.

Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study

“…From a targeted perspective, self-efficacy refers to the teachers' beliefs about their capability in using a specific educational technology (Kemp et al, 2019). Regardless of general or targeted, teachers' ICT self-efficacy have been generally found to influence their technology acceptance and use (Barton & Dexter, 2020;Chiu, 2017;Hong et al, 2020;Long et al, 2018). However, studies on the interplay of self-efficacy and technology acceptance in schools either solely focus on general self-efficacy or targeted self-efficacy.…”

Investigating Factors Based on an Extended UTAUT Model to Confirm Computer Science Instructors’ Behavioural Intention to Adopt the Flipped Classroom

“…The second category is the participants who noted that the flipped classroom had been adopted by other colleagues prior to them (FC- Ps 3,4,7,8,10,11,12,13 and 14). According to FC-P7, "There are many lecturers use the flipped classroom in my university, including some lecturer in my department."…”

“…Long et al [11] defined technology self-efficacy as "an instructor's belief that s/he can use the instructional technology to improve students' learning experiences".…”

Flipped Classroom in Higher Education: Evaluation of the Process in the Framework of Community of Inquiry

“…A similar situation exists for teachers. Technology self-efficacy can be a significant determinant for the decision to use new technology-based approaches (Long et al, 2019). If teachers and students are familiar with the technologies to be used, they will not need to make extra efforts to get used to them in the process.…”