Key Drivers of Satisfaction, Perceived Usefulness, and Adoption of Flipped Classrooms at a Private University in China
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Abstract
Purpose: The study explores the key factors influencing undergraduates' intention to use flipped classrooms at a private university in Zhanjiang, China. Variables in the proposed conceptual framework include learning outcomes, cognitive engagement, social influence, perceived enjoyment, satisfaction, perceived usefulness, and intention to use. Research design, data, and methodology: The researcher adopted a quantitative research approach (n=450), administering surveys to Zhanjiang University of Science and Technology students. Nonprobability sampling involved purposive sampling to select five secondary colleges. Stratification random sampling will be used to obtain a proportional sample size, and convenience sampling will be used to collect questionnaires via Questionnaire Star online. Following this, confirmatory factor analysis (CFA) examines the relationship between potential and observed variables and measures the validity and reliability of the scale. Afterward, the structural equation model (SEM) checks the relationship between potential variables and whether the hypotheses are valid. Results: The results revealed that learning outcomes and cognitive engagement significantly affect satisfaction, while social influence and enjoyment significantly influence perceived usefulness. Both satisfaction and perceived usefulness significantly impact the intention to use. Among these factors, perceived usefulness had the strongest effect on intention to use, followed by social influence, enjoyment, and cognitive engagement. Conclusions: Policymakers, universities, colleges, and educators should work to establish the flipped classroom as an effective, engaging, and enjoyable learning method.
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