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ERIC Number: EJ1196010
Record Type: Journal
Publication Date: 2018-Dec
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1042-1629
The Effects of Learning-Family Conflict, Perceived Control over Time and Task-Fit Technology Factors on Urban-Rural High School Students' Acceptance of Video-Based Instruction in Flipped Learning Approach
Kissi, Philip Siaw; Nat, Muesser; Armah, Robert Benjamin
Educational Technology Research and Development, v66 n6 p1547-1569 Dec 2018
Flipped learning approach combines video-based instruction (VBI) outside the classroom and problem-solving activities inside the classroom. The success of this instructional approach largely depends on students' acceptance to learn the video presentation at home during pre-classroom activities. However, there are still very scarce insights regarding the evaluation of students' eagerness to learn VBI. This paper aims to extend UTAUT model by adding learning-family conflict, perceived control over time and task-fit technology factors to investigate urban-rural high school students' acceptance of VBI in flipped learning approach. 400 randomly selected students from urban and rural senior high school were used for the study. Structured equation modeling and multi-group analysis using t test were employed to analyze the survey data. The results showed that facilitation condition, task-fit technology, perceived control over time, performance expectancy, and learning-family conflict have positive influence on students' behavioral intention to use VBI. Surprisingly, the t-test analysis indicated significant differences between groups, suggesting that students in the rural schools have low learning-family conflict, high perceived control over time, and high intention to use VBI than urban students. Detailed results and educational implications are discussed.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A