Understanding The Adoption And Continuous Use Of Flipped Classroom By Instructors And Students From The Perspective Of Teaching System

Flipped classroom,based on computer and network technology and the idea of open and sharing educational resources,is a new teaching model that integrates technology into teaching in recent years.It is characterized by reversing the contents and activities in and after the traditional classroom learning.It has many advantages,including promoting students' effective learning,rebuilding the relationship between instructors and students,promoting students' higher order thinking,improving the efficiency in running schools and so on.For these reasons,it is attracting many participants,including reform and innovation promoters in universities,instructors and students.As we all know,education is a practical system constructed by relative independence and mutual influence among the three main elements of educators,learners and educational influence.Flipped classroom belongs to the educational influence in the teaching system.The flipped classroom method is adopted and used continuously by educators and learners,which is the premise of realizing the educational expectation and effectively promoting the curriculum reform in universities.At present,the application of flipped classroom is in its ascendant.If the question that whether and how can flipped classroom be used continuously won't be answered in time,it would be ignored and abandoned inevitably,which would make flipped classroom just one popular word in the history of education,and can not achieve its educational ideal.Therefore,the exploration and solution to this problem is not only the focus that educators should pay attention to,but also is particularly necessary and urgent.Specifically,this issue includes:1 Since college students have been taught in the traditional classroom for a long time,from elementary school to high school to college,can they accept the new teaching mode offlipped classroom?2 After the initial attempts to apply the flipped classroom,will instructors continue to develop and use this new teaching model?This study attempts to answer the above questions from two perspectives,respectively in instructors and students,to reveal and discuss the factors and their relations that affect the college instructors' willingness to continue to use flipped classroom,as well as the factors and their relations that affect students' acceptance of flipped classroom.The sub-study that carried out from the perspective of instructors has two aspects:firstly,taking the social cognitive,self-efficacy,technology acceptance model,Technological Pedagogical Content Knowledge(TPACK)and organizational support theory as the theoretical basis,taking instructors'computer self-efficacy,perceived technological pedagogical content knowledge,perceived ease of use,perceived usefulness,and environmental determinants(perceived organizational support)the as the main variables,the research model of instructors' continuous application of the influencing factors of flipped classroom was constructed.Secondly,the model was validated by questionnaire survey and structural equation model with 111 instructors from local colleges and universities as research objects.The results identified that the usefulness and ease of use of flipped classroom have been generally recognized by instructors,and they are no longer direct factors that influence instructors' continuous use of flipped classroom.Instructors' perceived organizational support and perceived TPACK ability are the two factors that directly affect the willingness of continuous use.Instructors' perceived TPACK ability mediates between organizational support and computer self-efficacy on the willingness of continuous use.The sub-study that carried out from the perspective of students also has two aspects:firstly,based on the theories of UTAUT and social presence,a social presence integrated UTAUT research model was developed.Secondly,structural equation modeling was employed to examine the data of 416 Chinese college freshmen.And then,this study explored the relationships between five key factors based on the research model.The results showed that facilitating conditions,social presence,and effort expectancy were a significant positive influence on students' adoption.Moreover,facilitating conditions and social influence positively influenced students' adoption,mediating by social presence.The conclusions from the perspectives of instructors and students provide a reliable explanation and basis for college policy makers,administrators and curriculum instructors to further promote and apply flipped classroom through formulating reasonable policies.Finally,according to the research conclusions,the following suggestions are given for how to effectively promote the flipped classroom in colleges and universities:(1)instructors' personal TPACK ability should to be cultivated;(2)organizations should support instructors in all aspects;(3)to improve instructors' computer application level and enhance instructors' Computer self-Efficacy;(4)to improve learning conditions and make it possible for students to learn online at low cost;(5)to improve students' skills,and eliminate the obstacles of using technology;(6)to create a good social atmosphere for students.