運用科技接受模式探討教師對於翻轉式學習的態度

Examining Teachers’ Acceptance of Flipped Learning by Using Technology Acceptance Model

本研究以科技接受模式為理論基礎，探討我國國中小教師對於翻轉式學習的經驗與態度，運用結構方程模式探討變項間的關係，包括知覺有用性、知覺易用性、自我效能、行為意圖。本研究共調查260位國中小現職教師，教師皆為各領域輔導團之成員，於國中小各領域輔導團研習期間進行調查。結果發現，部分教師已有運用影片或製作影片進行翻轉教學的經驗，許多教師未曾參加相關研習，但大多數的教師認為有必要推動翻轉教室的教學，亦指出相關配套應完善，包括資訊設備的準備、學生自主學習知能的培養等。結構方程模式的分析結果顯示，自我效能正向顯著地預測知覺有用性、知覺易用性與行為意圖，同時知覺有用性可正向顯著地預測行為意圖，但知覺易用性負向的預測行為意圖。本研究依據研究結果提出建議，包括開設增能課程提升教師效能感與教學知能等。

The present study aims to examine teachers’ experience and attitude toward flipped learning by using the technology acceptance model and delineate the causal relationship between ease of use, usefulness, self-efficacy, and behavioral intention of primary and secondary in-service teachers. Two hundred sixty in-service teachers from the compulsory education counseling group in Taiwan participated in the survey, which indicates that some teachers have already adopted flipped teaching strategies in classrooms, though most of them have not received related training. Promoting flipped teaching is supported by most of them, and several relevant supporting measures are suggested (e.g., readiness of technology and cultivating learner self-regulated learning). The results of structural equation modeling indicate that self-efficacy positively predicts ease of use, usefulness, and behavioral intention (both directly and indirectly); ease of use negatively predicts behavioral intention; and usefulness can significantly predict behavioral intention. Several suggestions are provided to help teachers effectively implement flipped learning pedagogy.