Discussion
Arpaci, Ibrahim and Basol, Gulsah (2020) The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom. Education and Information Technologies. pp. 1-12. ISSN 1573-7608
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With the integration of popular technologies such as social media, smartphones, and tablets in the education system, new online course delivery methods such as flipped classrooms have emerged to enhance teaching and learning. To understand implications of the integration of such technologies in education the study examined the responses of 550 preservice teachers. Participants took their regular classes on a flipped classroom during a semester. After this experience, the participants completed a survey instrument adapted for this study to measure their continuous intention to use flipped classroom. The research model, which is based on technology acceptance model and social cognitive theory, was tested by employing a structural equation modelling approach. Results indicated that self-regulation and self-efficacy have a positive impact on perceived ease of use (PEOU). Whereas, perceived anxiety has a negative impact on the PEOU and self-efficacy. Self-efficacy mediates the relationship between perceived anxiety and PEOU. Further, the results indicated that PEOU has a positive impact on perceived usefulness (PU). Both PU and PEOU have a positive impact on the continuous intention to use flipped classroom for teaching and learning. The findings suggested significant relationships between cognitive and technological factors and continuous intention to use flipped classroom.
| Item Type: | Article |
|---|---|
| Additional Information: | In this study of preservice teachers who will be employed in elementary and secondary schools in Türkiye, researchers implemented a flipped classroom model using Moodle. The study then evaluated how experience with this model affected self-regulation, self-efficacy, perceived ease of use of teaching using the flipped classroom model, and intention to use the flipped classroom model in future teaching. The findings suggest that instructors may need to provide more scaffolding when first exposing students (even preservice teachers) to the flipped classroom model. Instructors in preservice teaching programs can help to build self-regulation and self-efficacy by modeling enthusiasm about new blended learning strategies. |
| Uncontrolled Keywords: | Moodle, Self-efficacy, Flipped classroom, Perceived anxiety, Self-regulation, Social cognitive theory, Technology acceptance |
| Subjects: | Educational technology > Self-efficacy, Motivation and Performance Education (General) > Higher education Educational technology > Adoption of educational technology Education (General) > Theory and practice of education Education (General) > Primary Education Education (General) > Secondary Education. High schools |
| Divisions: | Primary, Secondary, K-12 |
| Depositing User: | Elizabeth Dalton |
| Date Deposited: | 31 Jan 2020 18:54 |
| Last Modified: | 31 Jan 2020 19:52 |
| URI: | http://research.moodle.org/id/eprint/477 |
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