English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 18034/20233 (89%)
造訪人次 : 23352247      線上人數 : 468
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: https://ir.cnu.edu.tw/handle/310902800/32262


    標題: The role of motivation, ability, and opportunity in university teachers' continuance use intention for flipped teaching
    作者: Lai, Hui-Min
    Hsiao, Yu-Lin
    Hsieh, Pi-Jung
    貢獻者: Chien Kuo Technol Univ, Dept Informat Management
    Natl Changhua Univ Educ, Dept Ind Educ & Technol
    Chia Nan Univ Pharm & Sci, Dept Hosp & Hlth Care Adm
    關鍵字: Computer-mediated communication
    Improving classroom teaching
    Teaching/learning strategies
    Pedagogical issues
    Interactive learning environments
    日期: 2018-09
    上傳時間: 2019-11-15 15:47:17 (UTC+8)
    出版者: PERGAMON-ELSEVIER SCIENCE LTD
    摘要: On-site teaching practice is changing due to the development of digital technology. Traditional lecturing has long focused on instructor-based teaching but now has transitioned to a flipped classroom that emphasizes student learning. In the past, quasi-experimental methods or qualitative interviews were primarily used to explore learner? learning performance, learning satisfaction, and the interaction between teachers and students. Studies on teacher? points of view are rare, as are studies on factors that influence teachers to continue flipped teaching. Thus, the empirical results of this innovative teaching strategy must be assessed to confirm the expectations of practice and theory. Drawing on theories of self-determination and motivation-opportunity ability, this paper proposes and empirically supports the notion that teacher? motivational factors, perceived self-efficacy, and supportive flipped teaching resources interact to perpetuate flipped teaching in the higher education context. To test the proposed research model, a survey was conducted among 169 university teachers. The results indicate that intrinsic challenge motivation and extrinsic compensation motivation are critical predictors of teacher? continuance use intention for flipped teaching. Perceived self-efficacy was also shown to critically moderate teachers' continuance use intention for flipped teaching. Specifically, when teachers have high perceived self-efficacy, challenge motivation leads to continuance use intention. Conversely, when teachers have low perceived self-efficacy, compensation motivation leads to continuance intention. Further, the results also suggest that teachers' continuance use intention for flipped teaching is highest when challenge motivation, perceived self-efficacy, and supportive flipped teaching resources are all sufficient and mutually reinforcing.
    link: http://dx.doi.org/10.1016/j.compedu.2018.05.013
    關聯: Chemosphere, v.124, pp.37-50
    顯示於類別:[醫務管理系(所)] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    10.1016-j.compedu.2018.05.013.pdf759KbAdobe PDF1151檢視/開啟
    index.html0KbHTML1087檢視/開啟


    在CNU IR中所有的資料項目都受到原著作權保護.

    TAIR相關文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋