Understanding the continued use of flipped classroom instruction: a personal beliefs model in Chinese higher education
The flipped classroom has gained much attention for its pedagogical success in higher education. However, continued use of this technology-supported instructional approach has been problematic. To support the success and continuation of flipped classroom implementation, this study employs structural equation modeling techniques to examine the relationships between five key factors of influence (computer self-efficacy, perceived technological pedagogical content knowledge, perceived ease of use, perceived usefulness, perceived organizational support) and instructors’ continued use intention. The results identify that instructors’ perceived organizational support and perceived technological pedagogical content knowledge are the only factors examined that directly impact continued use intention. Instructors’ technological pedagogical content knowledge also mediates between perceived organizational support and computer self-efficacy to continued use intention. These findings provide empirical evidence of such relationships and indicate that personal beliefs regarding technology itself are not the strongest factors influencing the continued use of flipped classroom instruction. Rather, instructors’ beliefs relating to their environmental surroundings and personal knowledge regarding technology usage for instructional purposes are the key factors of instructors’ continued use intention in Chinese higher education.
KeywordsFlipped classroom Continued use Computer self-efficacy Perceived organizational support Perceived usefulness Perceived ease of use TPACK Higher education
This study was funded by the Ministry of Education of the People’s Republic of China (Grant Number 14JZD044).
Compliance with ethical standards
Conflict of interest
The authors declare that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
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