The role of motivation, ability, and opportunity in university teachers’ continuance use intention for flipped teaching

Lai, Hui-Min; Hsiao, Yu-Lin; Hsieh, Pi-Jung

doi:10.1016/j.compedu.2018.05.013

Cited by 97 publications

(92 citation statements)

References 50 publications

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“…The most relevant is the effective use of human resources [4]. Important factors in the formation of favorable conditions for the successful implementation of higher education programs are as follows: timely improvement of the education system [5], successful implementation of personnel policy that would satisfy employees and students of HEIs [6,7], improvement of personnel training [8], conflict-free interpersonal relationships [9], teachers' motivation [10], etc. In recent decades, the elements of gamification have been widely used in psychology [11,12], education [13,14], business [15], marketing, social networks [16], health care service [17,18] and in other areas.…”

Section: Introductionmentioning

confidence: 99%

Studentsâ€™ Satisfaction with Interactive Forms of Training with Elements of Gamification

Demchenko¹,

Vinichenko²,

Демченко³

et al. 2018

IJET

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The article considers students' satisfaction with interactive forms of training with elements of gamification. Based on the empirical study, the level of students’ satisfaction with interactive forms of training with elements of gamification has been measured. The study has been conducted at 6 educational organizations that carry out educational activities on educational programs of higher education – bachelor, specialist and master degree programs. A set of sociological methods has been used in the study: a questionnaire survey of students, an expert survey of teachers working at higher education institutions, an analysis of documents; content analysis; a method of mathematical data processing (correlation analysis, using the software package SPSS Statistics 23). Based on the analysis of the scientific literature and the results of the sociological research conducted, it has been established that the students are more satisfied with the quality of interactive sessions with elements of gamification (57.01%) than with the quality of training by traditional methods (23.36%) and the quality of the content of classes conducted by traditional methods (19.63%). It has been revealed that the use of interactive forms of training with elements of gamification is the most effective: to increase the effectiveness of mastering the training material (20%); for decision-making (17.33%); to heighten interest in learning (15.33%). The closeness of the views of students and teachers on the assessment of interactive forms of training with elements of gamification and assessment of classes conducted by traditional methods has been determined by means of Spearman's rank correlation coefficient. The obtained data of the correlation analysis have shown a rather high level of correlation and indicated the closeness of the views of students and teachers on the phenomena studied.

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Section: Introductionmentioning

confidence: 99%

Studentsâ€™ Satisfaction with Interactive Forms of Training with Elements of Gamification

Demchenko¹,

Vinichenko²,

Демченко³

et al. 2018

IJET

View full text Add to dashboard Cite

show abstract

“…The flipped classroom is recognized as an innovative and effective instructional approach that has changed from teacher-centered instruction to learner-centered learning practice (Hwang, Lai & Wang, 2015;Al Rowais, 2016;Gayathri & Vijayarani, 2017;Sivarajah, Curci, Johnson, Lam, Lee & Richardson, 2018). The advancements in the information technology and communication brought about a paradigm shift in the teaching and learning practices by creating a learning environment conducive for wider engagement in the teaching and learning process (Lai, Hsiao & Hsieh, 2018). Flipped learning, being the innovative (Hwang, Lai & Wang, 2015;Gayathri & Vijayarani, 2017;Sivarajah, Curci, Johnson, Lam, Lee & Richardson, 2018) and constructive approach, is widely used in schools (LaFee, 2013) and higher educational institutions around the globe.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…As Sam and Bergmann (2013) pointed out, many teachers may not be utilizing their class timing effectively despite the efforts made to deliver the contents. This can be attributed to many reasons such as the failure to provide individual attention and guidance to students, engage the students in higher order thinking (Lai, Hsiao & Hsieh, 2018) and differentiate the instruction styles to cater to varied learning styles. However, a flipped classroom gives an opportunity to overcome these challenges as the direct instruction is done through the video which is watched by students beyond the classrooms.…”

Section: Individual Attentionmentioning

confidence: 99%

“…Although some scholars have contended that technology is not very essential in self-learning, it has an important role in presenting and sharing the contents with students via different platforms before class time (Hwang, Lai & Wang, 2015). Technology also provides the opportunity to create a learner-centric, individualized and interactive learning environment which supports learning anytime anywhere at learners' convenience (Maitra, 2007;Francl, 2014;Lai, Hsiao & Hsieh, 2018). The use of technology can improve teaching quality and facilitate the attainment of learning outcomes (Wishart & Bleases, 1999).…”

Section: Technology and Flipped Approachmentioning

confidence: 99%

See 1 more Smart Citation

Flipping Perceptions, Engagements and Realities: A Case Study

Inan¹,

Balakrishnan²,

Refeque³

2019

Turkish Online Journal of Distance Education

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Flipped learning is considered as an active and constructivist teaching and learning approach to enhance the learning experience of both students and teachers. This research, conducted within the framework proposed by Jonathan Bergmann, explores the students' as well as teachers' perception of flipped learning. The study uses both quantitative and qualitative methods to collect data from the respondents. Separate questionnaires were used to collect the information from teachers and students, and a structured interview was conducted with teachers. Total of 56 students and 14 teachers from an undergraduate business program participated in this study, and all the respondents had experience in flipped learning. Results show both the students and teachers hold a positive perception towards flipped approach, and they consider this approach as an innovative way of teaching and learning. Study also identified the factors affecting the effectiveness of flipped classrooms and provides necessary recommendations for its successful implementation.

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“…Autoeficacia AE 15 (Almerich, Orellana y Díaz-García, 2015;García-Martín y García-Sánchez, 2017;Gargallo-López et al, 2011;Gonzales, 2013;Gonzales, 2018 ;Hatlevik y Hatlevik, 2018;Lai, Hsiao y Hsieh, 2018;Perandones, Herrera, y Lledó, 2013;Pfitzner-Eden, 2016;Tesouro et al, 2014;Zhao, y Zhang, 2017)…”

Section: Pep -Perfil Educativo Y Psicológicounclassified

Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas (EMICOG – PROFESORES)

Martín¹,

Sánchez²,

Inciarte³

et al. 2019

Revista INFAD de Psicología

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La proliferación de las herramientas y aplicaciones web sincrónicas, los sistemas de gestión de contenido, los cursos de enseñanza masivos y abiertos y los cambios constantes propios de la denominada sociedad de la información (SI), han conllevado que el principal reto del personal docente universitario sea su capacidad de adaptación e innovación. En este sentido, en la presente comunicación se describe el diseño de un instrumento ad hoc online, EMICOG – versión docente, diseñado a través de la herramienta SurveyMonkey. Con él, se pretenden estudiar las metodologías docentes aplicadas en las diversas asignaturas que imparte el profesorado de la Universidad de la Costa (Colombia), las formas de valoración o evaluación de las actividades transversales efectuadas así como sus prácticas docentes a través del análisis de seis secciones: i) datos de carácter general, ii) técnicas y estrategias instruccionales, iii) recursos utilizados en la evaluación y enseñanza de la asignatura, iv) variables psicoeducativas, v) necesidades formativas, y vi) procesos de enseñanza. Ha sido aplicado a 182 profesores universitarios, con el propósito de estudiar en qué medida estas actuaciones docentes pueden incidir en mejores resultados de competencias genéricas en las pruebas nacionales Saber Pro y en las variables psicoeducativas de los discentes, convirtiéndose pues en un instrumento de potenciación y mejora de la calidad docente y por consiguiente de los resultados académicos, mediante el esclarecimiento y la delimitación de las necesidades formativas, que serán la base de futuros programas/cursos instruccionales de estrategias eficientes para la mejora de la enseñanza y que repercutirán en la obtención de mayores logros académicos. Se trata de un Proyecto de Investigación Competitivo CONV-ÍNDEX Núm. 13-2018, Código Proyecto INV. 150-01-007-13 Universidad de la Costa (Colombia) – Universidad de León (España). Evaluado por la ACAC (MEN Colombia).

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The role of motivation, ability, and opportunity in university teachers’ continuance use intention for flipped teaching

Cited by 97 publications

References 50 publications

Studentsâ€™ Satisfaction with Interactive Forms of Training with Elements of Gamification

Studentsâ€™ Satisfaction with Interactive Forms of Training with Elements of Gamification

Flipping Perceptions, Engagements and Realities: A Case Study

Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas (EMICOG – PROFESORES)

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