Evaluating science teachers' flipped learning readiness: a GETAMEL approach test

Flipped learning has become an ally in education. However, although the literature has identified multiple benefits of using this strategy to improve student learning outcomes, its adoption and implementation by teachers in science education remain scarce. This study examines antecedents of science teachers' flipped teaching readiness to act, aiming to encourage more teachers to use this strategy. The study implemented the General Extended Technology Acceptance Model for E-Learning (GETAMEL) approach as the theoretical framework. A cross-sectional research design study, including 398 in-service science teachers, was implemented in five Turkish cities during the first semester of 2022. The results indicated that the GETAMEL approach provided adequate prediction power to explain science teachers' flipped teaching readiness. It was also shown that all hypotheses were supported, and constructs of the conceptual model were significant activators of intention to use the flipped learning approach for science teaching. Moreover, subjective norm, experience, perceived enjoyment, anxiety, and self-efficacy on perceived usefulness, attitude, and intention acted as mediator constructs. Overall, this study guides researchers and practitioners to better comprehend science teachers' flipped teaching readiness

Measuring Students Perceptions of Blackboard Using the Technology Acceptance Model: A PLS Approach

In this study, partial least square approach (PLS) is applied to investigate the determinants of students’ perceived usage results in the framework of university online or hybrid courses. A total of 134 valid responses from students who have finished or are currently enrolled in at least one online or hybrid course at two universities were employed to inspect the structural model. Using a structure that is in theory grounded in the technology acceptance model (TAM) and tested through TAM, the analysis of results suggest that separate factors guide the students’ usage choice

Technology Acceptance of LMS—Do Previous Online Learning Experiences Matter?

Using the Technology Acceptance Model (TAM), this study explores the variability of Chinese college students’ technology acceptance of using Learning Management System (LMS) during two semesters of fully online learning. A total of 262 college students participated in this study at a Chinese university. Results showed a significant increase in student technology acceptance towards using the LMS with growing online learning experiences. To be specific, compared to taking fully online courses for the first time, students have a higher level of Facilitating Conditions, Perceived Usefulness, and Attitude of using Technology when attending fully online courses for the second time. However, no difference was found regarding students’ perceptions of System Quality, Perceived Self-efficacy, Perceived Ease of Use, and Behavioural Intention to Use the Technology. This study concludes that students’ previous online learning experiences can significantly enhance their technology acceptance of using the LMS

TO USE A TREE OR A FOREST IN BEHAVIORAL INTENTION

Cloud computing is a new technology that has been applied to education and has e nabled the development of cloud computing classrooms; however, student behavioral intentions toward cloud computing remain unclear. Most researchers have evaluated, integrated, or compared few (1 to 3) theories to examine user behavioral intentions and few have addressed additional theories or models. In this study, we test, compare, and unify six well -known theories, namely, service quality (SQ), self - efficacy (SE), the motivational model (MM), technology acceptance model (TAM), theory of reason action (TRA)/theory of planned behavior (TPB), and innovation diffusion theory (IDT) in the context of cloud computing classrooms. This empirical study was conducted using an online survey. The data collected from the samples (n=478) were analyzed using structural equation modeling. We independently analyzed each of the six theories, formulating a united model. The analysis yielded three valuable findings. First, comparing the explained variance and degree of freedom (df) difference, yielded the following ranking in explained variance: MM=TAM\u3eIDT\u3eTPB\u3eSE=SQ (equal =; superior to\u3e). Second, comparing the explained variance yielded the following ranking in explained variance: MM\u3eTAM\u3eIDT\u3eTPB\u3eSE=SQ. Third, based on the united model of six theories, some factors significantly affect behavioral intention and others do not. The implications of this study are critical for both researchers and practitioners

The Extended UTAUT Acceptance Model of Computer-Based Distance Training System Among Public Sector's Employees in Jordan

The utilization of advanced network technologies and modern computer applications in distance learning raises the importance of distance learning system in the delivery of learning materials and resources to remote trainees. This innovation offers the organizations and their employees an opportunity to solve the problems associated with traditional training methods. In this respect, the acceptance of computer based distance training system (CBDTS) is considered critical in determining the success of its implementation. However, the number of studies that have been conducted to examine the acceptance of distance training system by employees of public sector organizations in the Kingdom of Jordan is very limited. It is also questionable whether the information system acceptance models that have been previously developed can be used to examine the acceptance of CBDTS by public sector employees in Jordan. Questions are also raised to the idea that perhaps there may be other factors that play important roles in this context. The main objectives of this study therefore are to determine the factors that lead to the acceptance of public sector employees on computer-based distance training system and finally to propose a model of technology acceptance of computer-based distance training system by public sector employees. A total of 600 questionnaires were distributed through a survey to public sector employees in Jordan. The study received about 386 responses, which represents 64.3% returned rate. Structural equation model (SEM) was used with AMOS version 16.0 to analyze the data. The findings indicate that six core determinants, namely, performance expectancy, effort expectancy, system flexibility, system enjoyment, social influence, and facilitating conditions significantly influenced employee intention to use distance training system. Five core determinants; system interactivity, system enjoyment, computer anxiety, computer self efficacy, and facilitating conditions significantly determine effort expectancy while only four of them including system interactivity, system enjoyment, computer anxiety, and effort expectancy significantly determine performance expectancy. Consequently, based on these findings, the final research model known as computer-based distance training acceptance model (CBDTAM) is proposed to explain and predict public sector employee’s intention in using computer-based distance training system. A comprehensive understanding of this model will assist decision makers to identify the reasons for the acceptance or resistance of computer based distance training system among public sector employees in the future and finally to support them to enhance the system’s acceptance and usage

Factors of using e-learning in higher education and its impact on student learning

This research was conducted to evaluate the adoption of e-learning in higher education and its impact on students. The quantitative research design was used in this study, and the technology acceptance model (TAM) was used with two external variables perceived enjoyment (PEN) and perceived self-efficacy (PSE), to analyze the validity and reliability of items and to test the hypotheses. This study was conducted among 592 undergraduate students who were selected using a random sampling technique. The findings of this study have successfully proven all ten hypotheses. It was evident that the students enjoyed e-learning’s adoption, which had succeeded in increasing students’ motivation to learn, increasing students’ confidence, and expanding students’ knowledge

Theoretical Modelling to Explain Lecturers’ Use of Educational Support Systems for Teaching in University-based Library Schools in Nigeria: Extending the Technology Acceptance Model (TAM).

Abstract This work is an attempt at theoretical modelling. The result of a search for a theoretical framework and a conceptual model to explain lecturers’ use of Educational Support Systems (ESS) for teaching in university-based library schools in Nigeria. The applicability, similarity and relevance of Theory of Reasoned Action (TRA), Theory of Planned Behaviour (TPB) and the Technology Acceptance Model (TAM) were discussed. TAM was found to be the most appropriate framework for the research based on its variables and/or constructs; hence, a research model, an adaptation of TAM was drawn and used to guide the research. Based on the findings of the research, a new model tagged Library Educators’ ESS Use Model (LEEUM) was proposed to further the frontier of knowledge, generally and in Library and Information Science, particularly