Innovative E-Approach: Using the flipped classrooms in medical higher education
سال انتشار: 1400
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 114
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شناسه ملی سند علمی:
VCMMU01_070
تاریخ نمایه سازی: 4 مهر 1401
چکیده مقاله:
Background: Flipped classroom (FC) is a potential approach that encourages active learning andenhances student performance while reducing the failure rate in education. This study was carriedout to present the conceptual model of FC adoption by students in higher education.Methods: This was a cross-sectional study in which ۱۱۰ medical students from Tabriz Universityof Medical Sciences, Tabriz, Iran, were selected by convenience sampling methods as the samplepopulation. An extended technology acceptance model (TAM) was applied to determine thestudents’ intention concerning the FC adoption. A research-based questionnaire, the validity andreliability of which have been approved, was used as the data collection instrument. The data wasanalyzed by SPSS v۱۶, IBM. Correlation and regression methods have been used in the empiricalstudy. Finally, the authorized model was presented.Results: The data show that subjective norms and perceived enjoyment have a direct andsignificant effect on perceived usefulness of the FC approach (ß = ۰.۳۲, P-value < ۰.۰۵), (ß =۰.۷, P-value < ۰.۰۱). Also, we found that perceived usefulness (ß = ۰.۶۷, P-value < ۰.۰۱),perceived ease of use (ß = ۰.۵۱, P-value < ۰.۰۱) and self-efficacy (ß = ۰.۴۳, P-value < ۰.۰۱) have adirect and significant effect on FC adoption.Conclusions: This study extended TAM and presented a validity model to elucidate student’sbehavior concerning FC acceptance. Also, in this study, five determinant factors that affectsuccessful adoption of FC have been clearly identified. The authors found that the new approachof learning such as FC should be an effective, attractive and enjoyable method
کلیدواژه ها:
نویسندگان
Mohammadhiwa Abdekhoda
PhD, Health Information Management, Department of Medical Library and Information Sciences, School of HealthManagement and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran
Elham Maserat
Department of Medical Informatics, School of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
Fatemeh Ranjbaran
Iran University of Medical Sciences, Tehran, Iran.