The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom

With the integration of popular technologies such as social media, smartphones, and tablets in the education system, new online course delivery methods such as flipped classrooms have emerged to enhance teaching and learning. To understand implications of the integration of such technologies in education the study examined the responses of 550 preservice teachers. Participants took their regular classes on a flipped classroom during a semester. After this experience, the participants completed a survey instrument adapted for this study to measure their continuous intention to use flipped classroom. The research model, which is based on technology acceptance model and social cognitive theory, was tested by employing a structural equation modelling approach. Results indicated that self-regulation and self-efficacy have a positive impact on perceived ease of use (PEOU). Whereas, perceived anxiety has a negative impact on the PEOU and self-efficacy. Self-efficacy mediates the relationship between perceived anxiety and PEOU. Further, the results indicated that PEOU has a positive impact on perceived usefulness (PU). Both PU and PEOU have a positive impact on the continuous intention to use flipped classroom for teaching and learning. The findings suggested significant relationships between cognitive and technological factors and continuous intention to use flipped classroom.