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A technology acceptance model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning

Technology Acceptance Model 3 (TAM3) is an inclusive and complex model where it emphasizes the processes that relate to perceived usefulness and perceived ease of use. The model suggests that predictors for perceived usefulness will not influence the perceived ease of use and vice versa. This quan...

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Main Authors: Abd Rahman, Siti Fatimah, Md Yunus, Melor, Hashim, Harwati
Format: Article
Language:English
Published: Penerbit UKM 2019
Subjects:
L Education (General)
Online Access:http://irep.iium.edu.my/83430/1/TAM%20Flipped%20Learning.pdf
http://irep.iium.edu.my/83430/
http://ejournal.ukm.my/jpend/article/view/44.01SI-04/9784
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spelling my.iium.irep.834302023-10-02T02:41:54Z http://irep.iium.edu.my/83430/ A technology acceptance model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning Abd Rahman, Siti Fatimah Md Yunus, Melor Hashim, Harwati L Education (General) Technology Acceptance Model 3 (TAM3) is an inclusive and complex model where it emphasizes the processes that relate to perceived usefulness and perceived ease of use. The model suggests that predictors for perceived usefulness will not influence the perceived ease of use and vice versa. This quantitative research investigates the relationship between computer self-efficacy and computer anxiety (two elements in TAM3) and Malaysian English as a Second Language (ESL) lecturers’ attitude in integrating flipped learning approach. A set of questionnaires was responded by 206 Malaysian ESL university lecturers and the data was analysed using structural equation modelling (SEM). Even though there are a few other studies that show a significant relationship between computer self-efficacy and computer anxiety and ESL lecturers’ attitude in integrating flipped learning, this study found the relationship to be insignificant. According to responses, Malaysian ESL lecturers have no problems in managing basic computer skills. The findings could contribute to future studies that aim to understand user acceptance behaviour. This study could also help decision makers or Malaysian universities in employing or improving the existing flipped learning by identifying the dominant predictors in user acceptance. Penerbit UKM 2019-09 Article PeerReviewed application/pdf en http://irep.iium.edu.my/83430/1/TAM%20Flipped%20Learning.pdf Abd Rahman, Siti Fatimah and Md Yunus, Melor and Hashim, Harwati (2019) A technology acceptance model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning. Jurnal Pendidikan Malaysia, 44 (1 ( Special Issue)). pp. 43-54. ISSN 2180-0782 E-ISSN 2600-8823 http://ejournal.ukm.my/jpend/article/view/44.01SI-04/9784 10.17576/JPEN-2019-44.01SI-04
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Abd Rahman, Siti Fatimah
Md Yunus, Melor
Hashim, Harwati
A technology acceptance model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning
description Technology Acceptance Model 3 (TAM3) is an inclusive and complex model where it emphasizes the processes that relate to perceived usefulness and perceived ease of use. The model suggests that predictors for perceived usefulness will not influence the perceived ease of use and vice versa. This quantitative research investigates the relationship between computer self-efficacy and computer anxiety (two elements in TAM3) and Malaysian English as a Second Language (ESL) lecturers’ attitude in integrating flipped learning approach. A set of questionnaires was responded by 206 Malaysian ESL university lecturers and the data was analysed using structural equation modelling (SEM). Even though there are a few other studies that show a significant relationship between computer self-efficacy and computer anxiety and ESL lecturers’ attitude in integrating flipped learning, this study found the relationship to be insignificant. According to responses, Malaysian ESL lecturers have no problems in managing basic computer skills. The findings could contribute to future studies that aim to understand user acceptance behaviour. This study could also help decision makers or Malaysian universities in employing or improving the existing flipped learning by identifying the dominant predictors in user acceptance.
format Article
author Abd Rahman, Siti Fatimah
Md Yunus, Melor
Hashim, Harwati
author_facet Abd Rahman, Siti Fatimah
Md Yunus, Melor
Hashim, Harwati
author_sort Abd Rahman, Siti Fatimah
title A technology acceptance model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning
title_short A technology acceptance model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning
title_full A technology acceptance model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning
title_fullStr A technology acceptance model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning
title_full_unstemmed A technology acceptance model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning
title_sort technology acceptance model (tam): malaysian esl lecturers’ attitude in adapting flipped learning
publisher Penerbit UKM
publishDate 2019
url http://irep.iium.edu.my/83430/1/TAM%20Flipped%20Learning.pdf
http://irep.iium.edu.my/83430/
http://ejournal.ukm.my/jpend/article/view/44.01SI-04/9784
_version_ 1781777336610324480
score 13.211869

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