Understanding the continued use of flipped classroom instruction: a personal beliefs model in Chinese higher education
Tóm tắt
Từ khóa
Tài liệu tham khảo
Admiraal, W., Lockhorst, D., Smit, B., & Weijers, S. (2013). The integrative model of behavior prediction to explain technology use in post-graduate teacher education programs in the Netherlands. International Journal of Higher Education, 2(4), 172–178. https://doi.org/10.5430/ijhe.v2n4p172 .
Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun: Cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665–694. https://www.jstor.org/stable/3250951 .
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423. https://doi.org/10.1037/0033-2909.103.3.411 .
Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88. https://www.learntechlib.org/p/29332/ .
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1 .
Barclay, D., Thompson, R., & Higgins, C. (1995). The partial least squares (PLS) approach to causal modeling: Personal computer adoption and use an illustration. Technology Studies, 2(2), 285–309.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Arlington, VA: International Society for Technology. in Education.
Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, 58(25), 1–6.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In Paper presented at 2013 ASEE annual conference & exposition, Atlanta, Georgia. https://peer.asee.org/22585 .
Bøe, T., Gulbrandsen, B., & Sørebø, Ø. (2015). How to stimulate the continued use of ICT in higher education: Integrating information systems continuance theory and agency theory. Computers in Human Behavior, 50, 375–384. https://doi.org/10.1016/j.chb.2015.03.084 .
Butts, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1), 33–43.
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. Modern Methods for Business Research, 295(2), 295–336.
Clark, R. E., & Salomon, G. (1986). Media in teaching. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York, NY: Macmillan.
Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189–211. https://www.jstor.org/stable/249688 .
Critz, C., & Wright, D. (2013). Using the flipped classroom in graduate nursing education. Nurse Educator, 38(5), 210–213. https://doi.org/10.1097/NNE.0b013e3182a0e56a .
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://www.jstor.org/stable/249008 .
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862–864. https://doi.org/10.1126/science.1201783 .
Dian, S., & Rhea, K. (2016, October). Teaching with technology: 55 percent of faculty are flipping the classroom. Retrieved from: https://campustechnology.com/articles/2016/10/12/55-percent-of-faculty-are-flipping-the-classroom.aspx?admgarea=News .
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71, 500–507.
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://www.jstor.org/stable/3150980 .
Gefen, D., Straub, D. W., & Boudreau, M. C. (2000). Structural equation modeling and regression: Guidelines for research practice. Communications of the Association for Information Systems, 4(1), 1–77. https://aisel.aisnet.org/cais/vol4/iss1/7 .
Grandgenett, N. F. (2008). Perhaps a matter of imagination: Technological pedagogical content knowledge in mathematics education. In M. C. Herring, P. Koehler, & M. J. Mishra (Eds.), The Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 145–166). New York, NY: Routledge.
Guillemin, F., Bombardier, C., & Beaton, D. (1993). Cross-cultural adaptation of health-related quality of life measures: Literature review and proposed guidelines. Journal of Clinical Epidemiology, 46(12), 1417–1432. https://doi.org/10.1016/0895-4356(93)90142-N .
Hamdan, N., McKnight, P. E., McKnight, K., & Arfstrom, K. M. (2013). A white paper based on the literature review: A review of flipped learning. Retrieved from http://flippedlearning.org/wp-content/uploads/2016/07/WhitePaper_FlippedLearning.pdf .
Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers’ concerns. Computers in Human Behavior, 57, 250–260. https://doi.org/10.1016/j.chb.2015.12.022 .
Harkness, J. A., & Schoua-Glusberg, A. (1998). Questionnaires in translation. In J.A. Harkness (Ed.), Cross-cultural survey equivalence (pp. 87–126) Mannheim, Germany: Open Access Repository. https://nbn-resolving.de/urn:nbn:de:0168-ssoar-49733-1 .
Hill, P. (2010). Examination systems: Asia-Pacific secondary education system review series No.1. Bangkok: UNESCO.
Hoffmann, S. (2014). Beyond the flipped classroom: Redesigning a research methods course for e3 instruction. Contemporary Issues in Education Research, 7(1), 51–62.
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701 .
Jovanović, J., Gašević, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. Internet and Higher Education, 33, 74–85. https://doi.org/10.1016/j.iheduc.2017.02.001 .
Keengwe, J., Kidd, T., & Kyei-Blankson, L. (2009). Faculty and technology: implications for faculty training and technology leadership. Journal of Science Education and Technology, 18(1), 23–28. https://doi.org/10.1007/s10956-008-9126-2 .
Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102, 244–257. https://doi.org/10.1016/j.compedu.2016.09.003 .
Kurup, V., & Hersey, D. (2013). The changing landscape of anaesthesia education: Is flipped classroom the answer? Current Opinion in Anaesthesiology, 26(6), 726–731. https://doi.org/10.1097/ACO.0000000000000004 .
Lam, S. F., Cheng, R. W. Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20(6), 487–497. https://doi.org/10.1016/j.learninstruc.2009.07.003 .
Lu, H. P., & Hsiao, K. L. (2007). Understanding intention to continuously share information on weblogs. Internet Research, 17(4), 345–361. https://doi.org/10.1108/10662240710828030 .
MacLeod, J., Yang, H. H., & Xiang, Z. (2017a). Understanding college students’ intrinsic motivation and social interdependence in intercultural computer-supported collaborative learning between USA and China. Asia-Pacific Education Researcher, 26(3-4), 205–217. https://doi.org/10.1007/s40299-017-0341-6
MacLeod, J., Yang, H. H., Zhu, S., & Shi, Y. (2017b). Technological factors and student-to-student connected classroom climate in cloud classrooms. Journal of Educational Computing Research, 56(6), 826–847. https://doi.org/10.1177/0735633117733999
Ministry of Education of the People’s Republic of China. (2014). Educational Statistical Yearbook. Retrieved from: http://www.moe.edu.cn/s78/A03/moe_560/jytjsj_2014/2014_qg/201509/t20150909_206904.html .
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597–599.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: a scoping review. Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002 .
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 .
Segars, A. H. (1997). Assessing the unidimensionality of measurement: A paradigm and illustration within the context of information systems research. Omega International Journal of Management Science, 25(1), 107–121. https://doi.org/10.1016/S0305-0483(96)00051-5 .
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 .
Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: Toward a conceptual model of utilization. MIS Quarterly, 15(1), 124–143. https://www.jstor.org/stable/249443 .
Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills or literacy: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010 .
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://www.jstor.org/stable/30036540 .
Wells, J. D., Campbell, D. E., Valacich, J. S., & Featherman, M. (2010). The effect of perceived novelty on the adoption of information technology innovations: A risk/reward perspective. Decision Sciences, 41(4), 813–843. https://doi.org/10.1111/j.1540-5915.2010.00292.x .
Wright, N. (2015). A case for adapting and applying continuance theory to education: understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning. Teachers and Teaching, 21(4), 459–471. https://doi.org/10.1080/13540602.2014.969105 .
Yang, H. H., Feng, L., & MacLeod, J. (2018a). Understanding students’ acceptance of cloud classrooms: Integrating UTAUT and connected classroom climate. Journal of Educational Computing Research. https://doi.org/10.1177/0735633117746084
Yang, H. H., Zhu, S., & MacLeod, J. (2018b). Promoting education equity in rural and underdeveloped areas: Cases of computer-supported collaborative teaching in China. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2393–2405. https://doi.org/10.29333/ejmste/89841
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning, 17(3), 313–340. https://doi.org/10.19173/irrodl.v17i3.2274 .
Zhang, Y., Fang, Y., Wei, K.-K., & Wang, Z. (2012). Promoting the intention of students to continue their participation in e-learning systems: The role of the communication environment. Information Technology & People, 25(4), 356–375. https://doi.org/10.1108/09593841211278776 .
Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD.