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https://ir.cnu.edu.tw/handle/310902800/32262
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| 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
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| 10.1016-j.compedu.2018.05.013.pdf | | 759Kb | Adobe PDF | 1418 | 檢視/開啟 | | index.html | | 0Kb | HTML | 1457 | 檢視/開啟 |
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