원문정보
초록
영어
Flipped learning has become a leading practice in higher educational institutions to combat pedagogical challenges of instructors. The present research extends the Unified Theory of Acceptance and Use of Technology framework with technology self-efficacy and openness-to-change to examine the determinants of flipped classroom based instructional model adoption by the academicians of higher educational institutions. With the help of 243 sample data, the current study’s structural model was tested using covariance-based structural equation modeling. Study model has shown that performance expectancy, effort expectancy, social influence, technical self-efficacy and openness to change predict the behavioral intention. Further behavioral intention and facilitating conditions predict the Use Behavior. Findings of the study led to derive a number of theoretical and practical implications.
목차
Ⅰ. Introduction
Ⅱ. Conceptual Background
2.1. Flipped Classroom
Ⅲ. Theoretical Framework and Hypotheses Development
3.1. Performance Expectancy
3.2. Effort Expectancy
3.3. Social Influence
3.4. Technology Self-Efficacy
3.5. Openness to Change
3.6. Facilitating Conditions
3.7. Behavioral Intention
Ⅳ. Research Methodology
4.1. Sample and Data Collection
Ⅴ. Data Analysis
5.1. Results of the Study
5.2. Convergent and Discriminant Validity
5.3. Structural Equation Modeling Results
5.4. Hypotheses Testing
5.5. Moderation Analysis
5.6. Summary of Hypotheses
Ⅵ. Discussion and Implications
6.1. Discussion of Findings
6.2. Theoretical Implications
6.3. Managerial Implications
6.4. Limitations of the Study and Avenues for Future Research
Ⅶ. Conclusion