Understanding the continued use of flipped classroom instruction: a personal beliefs model in Chinese higher education

Cai, Jin; Yang, Harrison Hao; Gong, Di; MacLeod, Jason; Zhu, Sha

doi:10.1007/s12528-018-9196-y

Cited by 30 publications

(25 citation statements)

References 40 publications

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“…This implies that the lack of organizational support may have negative consequences. One of the studies by [60] has proposed that when instructors feel that there is no adequate organizational support, they are less likely to continuously use the technology, especially in an educational atmosphere where instructors are supposed to implement various in-class pedagogical changes to facilitate a better learning environment for the students.…”

Section: Discussionmentioning

confidence: 99%

“…Self-efficacy in the e-learning environment is considered an intrinsic motivator as far as continuous intention is concerned. It usually refers to the degree of confidence that users have in making use of technology [60]. Technology self-efficacy is usually identified as the ability to use technology without facing any crucial problems.…”

Section: Technology Self-efficacy (Tse)mentioning

confidence: 99%

“…Regarding Davis's TAM [65], it has been proven that PU and PEOU are the most influential factors in users' continuous-use intentions. Interestingly, PU is more effective than PEOU when one wants to deal with the use of technology [60]. This study focuses only on two constructs within the TAM theory, which have proven effective in investigating the continuous use of technology; these are perceived usefulness and ease of use.…”

Section: Technology Acceptance Model (Tam)mentioning

confidence: 99%

“…Based on the review of previous studies, it has been noticed that most of the studies on continuous intention have focused on one model that has factors that may be crucial to teachers but not students [60,70]. Therefore, this study attempted to build two models that can meet both teachers' and students' continuous intentions to meet e-learning demands.…”

Section: The Proposed Research Modelsmentioning

confidence: 99%

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The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020

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During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.

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Section: Discussionmentioning

confidence: 99%

Section: Technology Self-efficacy (Tse)mentioning

confidence: 99%

Section: Technology Acceptance Model (Tam)mentioning

confidence: 99%

Section: The Proposed Research Modelsmentioning

confidence: 99%

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The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020

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“…Akçayir and Akçayir's research [39] reviews the main advantages and disadvantages of the flipped-classroom through 71 research articles in the Social Sciences Citation Index of the Web of Knowledge, and concludes that this methodological strategy improves student learning, although its weak points are found in the daily classroom activities and also in the confusion it generates in students not knowing directly the learning objectives of the subject to be studied [40]. For Sergis et al [41] this improvement in learning is due to the theory of self-determination that increases student motivation, especially those students with low grades who prefer a new methodological model, such as the flipped-classroom, although as Cai et al [42] stress, the success of this strategy is always linked to good planning on the part of teachers in terms of content, ease of use and access to materials.…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

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