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Research on Flipped Learning Applied to English Tutorial Education with Technology Acceptance Model
technology acceptance models
Flipped learning is an important issue in the era of digital learning. The implementation of the flipped learning model is greatly affected by learner differences. The academic circles rarely explore the application and development of flipped learning model in after-school education. Few researchers have explored the relationship between the flipped learning model applied to English tutorial education as a new learning method from the perspective of technological acceptance models. The purpose of this research is to explore how the application of flipped learning strategies to digital English tutorial education is affected by the differences in learners' different characteristics, and to summarize the key considerations of the application of flipped learning models to English supplementary education. This study designs a new flipped learning model. Through the questionnaire survey method, the technology acceptance model is introduced to explore the three characteristics of learners: "digital learning experience", "voluntary participation in English tuition" and "site independence/site dependence/mixed learning style" is used as an external variable. A total of 64 valid answers were collected, among them, 25 are males and 39 are females. Through multiple regression analyses, it is concluded that the respondents' acceptance of this learning mode is affected by the characteristic background. The conclusion reached is that digital learning experience significantly affects respondents’ cognitive ease of use; learning style significantly affects respondents’ cognitive usefulness; digital learning experience and different learning styles are designed to be applied to English tuition education Important considerations for the flipped learning model.
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