Acceptance Model Of E-Flipped Learning for Students in Jordan Schools

Abstract

E-Flipped learning is considered one of the modern instructional techniques that attempts to improve students' learning in Jordan. As any other techniques, the flipped learning has many positive aspects or/and advantages; however, users' adoption is still in the early phases and it is seen to be slow in many developing countries. This E-flipping learning is known as one of the pedagogical approaches, in this approach there is a conventional notion of classroom-based learning as it is inverted to deepen the understanding by using problem-solving activities and discussion with peers that are facilitated by teachers. Besides, little is observed regarding the perception and behavior of student toward the use of the e-flipped learning method, the author reviewed research on an acceptance model of e-flipped learning for students towards better educational achievements. Thus, the present research tries to explore the relationships
between Effort Expectancy (EE), Social Influence (IS), Performance Expectancy (PE) and using the Unified Theory of Acceptance and Use of Technology (UTAUT) with focusing on the system characteristics to the intention as well as behavior of e-flipped learning use. To accomplish the main research objective, the structural equation model has been employed. In the Jordanian context, this model may help the system developer to develop a proper e-flipped learning that can be easily oriented for students. This study’s results indicated that the factors of behavioral intention of using e-flipped learning positively affect students toward the acceptance of e-flipped learning