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| Autor/in | Doo, Min Young |
|---|---|
| Titel | An Investigation of the Social Influence Processes of Flipped Class Students: An Application of the Extension of the Technology Acceptance Model |
| Quelle | In: Education and Information Technologies, 28 (2023) 12, S.16593-16613 (21 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Doo, Min Young) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2357 |
| DOI | 10.1007/s10639-023-11878-3 |
| Schlagwörter | Undergraduate Students; Flipped Classroom; Models; Social Influences; Student Attitudes; Intention; Course Selection (Students); Enrollment; Value Judgment |
| Abstract | Universities are increasingly incorporating flipped learning as an effective instructional approach. Given the popularity of flipped learning, numerous studies have examined the psychological aspects of students and learning achievement in flipped learning classes. However, little research has examined the social influence processes of students in flipped class. This study investigated the effects of social influence processes (i.e., subjective norm, image, and voluntariness) on students' perceived usefulness of and intention to register for flipped learning using the extension of technology acceptance model (TAM2). A total of 306 undergraduates who took flipped classes participated in this research. The primary research findings indicated that subjective norm influenced perceived usefulness and intention to register for flipped classes. However, image did not influence perceived usefulness or intention to register for flipped classes. Voluntariness affected perceived usefulness and influenced intention to register for flipped classes through perceived usefulness. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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