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الرئيسية > Flipped Classroom Model Based...>الوصف

Flipped Classroom Model Based Technology Acceptance and Adoption among Faculty Members in Saudi Arabia Universities

المصدر: المجلة العربية للنشر العلمي
الناشر: مركز البحث وتطوير الموارد البشرية - رماح
المؤلف الرئيسي: Albadran, Norah Fahad (Author)
مؤلفين آخرين: Teclehaimanot, Berhane (Advisor)
المجلد/العدد: ع30
محكمة: نعم
الدولة: الأردن
التاريخ الميلادي: 2021
الشهر: نيسان
الصفحات: 25 - 57
ISSN: 2663-5798
رقم MD: 1435607
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch, HumanIndex
مواضيع:
تكنولوجيا التعليم | التعليم المعكوس | النية السلوكية | أعضاء هيئة التدريس | الجامعات السعودية
كلمات المؤلف المفتاحية:
Flipped Classroom Model (FCM) | Student-Centered Approach | Performance Expectancy (PE) | Effort Expectancy (EE) | Facilitating Conditions (FC) | Behavioral Intention (BI) | Use Behavior (UB)
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المستخلص: This study aimed to explore faculty members’ acceptance of the flipped classroom model (FCM) based technology with student-centered approach in their classrooms in Saudi universities. Specifically, the study investigated factors that influence faculty members acceptance or rejection of the adoption and use of the FCM based technology by incorporating the theoretical framework of UTAUT. Four factors or determinants were examined: Performance Expectancy, Effort Expectancy, Facilitating Conditions, and Perceived Understanding of the flipped classroom characteristics. These four constructs predict the intentional use of technology and behavioral use of technology. The survey was administered to 758 faculty members affiliated with Saudi Arabian universities. The study showed that 44.06% of participants did not report FCM adoption while 55.94% of participants reported adopting FCM in their classrooms and planning to adopt it in the upcoming academic years. Behavior Intention and Perceived Understanding of the FCM characteristics found to be the strongest predictors that influence faculty members' acceptance or rejection of FCM adoption. The findings imply that faculty members were most likely to adopt FCM based technology in their classrooms when they perceive that FCM was easy to implement and use which can be supported by professional development and training. Also, the findings imply that faculty members are most likely to adopt and implement FCM based technology in their classrooms when there was adequate infrastructure and necessary resources. Finally, faculty members who already adopted FCM based technology are using it student-centered approach, and providing support across the adoption of FCM based technology could lead to more effective and efficient teaching with the support of technology.
ISSN: 2663-5798

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