The role of motivation, ability, and opportunity in university teachers’ continuance use intention for flipped teaching

• Published in: Computers and education Vol. 124; pp. 37 - 50
• Main Authors: Lai, Hui-Min, Hsiao, Yu-Lin, Hsieh, Pi-Jung
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.09.2018
• Subjects: Computer-mediated communication; Improving classroom teaching; Interactive learning environments; Pedagogical issues; Teaching/learning strategies; Teaching/learning strategies; Interactive learning environments; Pedagogical issues; Computer-mediated communication; Improving classroom teaching
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2018.05.013

On-site teaching practice is changing due to the development of digital technology. Traditional lecturing has long focused on instructor-based teaching but now has transitioned to a flipped classroom that emphasizes student learning. In the past, quasi-experimental methods or qualitative interviews were primarily used to explore learners' learning performance, learning satisfaction, and the interaction between teachers and students. Studies on teachers' points of view are rare, as are studies on factors that influence teachers to continue flipped teaching. Thus, the empirical results of this innovative teaching strategy must be assessed to confirm the expectations of practice and theory. Drawing on theories of self-determination and motivation-opportunity-ability, this paper proposes and empirically supports the notion that teachers' motivational factors, perceived self-efficacy, and supportive flipped teaching resources interact to perpetuate flipped teaching in the higher education context. To test the proposed research model, a survey was conducted among 169 university teachers. The results indicate that intrinsic challenge motivation and extrinsic compensation motivation are critical predictors of teachers' continuance use intention for flipped teaching. Perceived self-efficacy was also shown to critically moderate teachers' continuance use intention for flipped teaching. Specifically, when teachers have high perceived self-efficacy, challenge motivation leads to continuance use intention. Conversely, when teachers have low perceived self-efficacy, compensation motivation leads to continuance intention. Further, the results also suggest that teachers’ continuance use intention for flipped teaching is highest when challenge motivation, perceived self-efficacy, and supportive flipped teaching resources are all sufficient and mutually reinforcing. •This study examines teachers' points of view on the continuance intention of flipped teaching.•This study explores the three-way interaction of motivation, self-efficacy, and supportive resources.•When teachers' self-efficacy is low, compensation motivation motivates flipped teaching.•When teachers' self-efficacy is high, challenge motivation motivates flipped teaching.