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SITI FATIMAH ABD. RAHMAN, PhD., is an Assistant Professor and currently serves at the Department of Language and Literacy, Kulliyyah of Education, International Islamic University Malaysia (IIUM). Her research interest includes flipped learning, educational technology and technology-enhanced language learning. She has published articles in several indexed journals and her doctorate research is on flipped learning approach in Malaysia.
Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.
Siti Abd Rahman; Melor Md Yunus; Harwati Hashim. Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning. Sustainability 2021, 13, 8571 .
AMA StyleSiti Abd Rahman, Melor Md Yunus, Harwati Hashim. Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning. Sustainability. 2021; 13 (15):8571.
Chicago/Turabian StyleSiti Abd Rahman; Melor Md Yunus; Harwati Hashim. 2021. "Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning." Sustainability 13, no. 15: 8571.
Siti Fatimah Abd Rahman; Melor Md Yunus; Harwati Hashim. The Uniqueness of Flipped Learning Approach. International Journal of Education and Practice 2020, 8, 394 -404.
AMA StyleSiti Fatimah Abd Rahman, Melor Md Yunus, Harwati Hashim. The Uniqueness of Flipped Learning Approach. International Journal of Education and Practice. 2020; 8 (3):394-404.
Chicago/Turabian StyleSiti Fatimah Abd Rahman; Melor Md Yunus; Harwati Hashim. 2020. "The Uniqueness of Flipped Learning Approach." International Journal of Education and Practice 8, no. 3: 394-404.
Nurakhma Shabani Jasni; Harwati Hashim; Melor Md Yunus; Siti Fatimah Abd Rahman. Distance Learning via MOOCs: Improving ESL Learners’ Writing Skills. Journal of Physics: Conference Series 2019, 1424, 1 .
AMA StyleNurakhma Shabani Jasni, Harwati Hashim, Melor Md Yunus, Siti Fatimah Abd Rahman. Distance Learning via MOOCs: Improving ESL Learners’ Writing Skills. Journal of Physics: Conference Series. 2019; 1424 ():1.
Chicago/Turabian StyleNurakhma Shabani Jasni; Harwati Hashim; Melor Md Yunus; Siti Fatimah Abd Rahman. 2019. "Distance Learning via MOOCs: Improving ESL Learners’ Writing Skills." Journal of Physics: Conference Series 1424, no. : 1.
Siti Fatimah Abd Rahman; Melor Md Yunus; Harwati Hashim. An Overview of Flipped Learning Studies in Malaysia. Arab World English Journal 2019, 10, 194 -203.
AMA StyleSiti Fatimah Abd Rahman, Melor Md Yunus, Harwati Hashim. An Overview of Flipped Learning Studies in Malaysia. Arab World English Journal. 2019; 10 (4):194-203.
Chicago/Turabian StyleSiti Fatimah Abd Rahman; Melor Md Yunus; Harwati Hashim. 2019. "An Overview of Flipped Learning Studies in Malaysia." Arab World English Journal 10, no. 4: 194-203.
Technology Acceptance Model 3 (TAM3) is an inclusive and complex model where it emphasizes the processes that relate to perceived usefulness and perceived ease of use. The model suggests that predictors for perceived usefulness will not influence the perceived ease of use and vice versa. This quantitative research investigates the relationship between computer self-efficacy and computer anxiety (two elements in TAM3) and Malaysian English as a Second Language (ESL) lecturers’ attitude in integrating flipped learning approach. A set of questionnaires was responded by 206 Malaysian ESL university lecturers and the data was analysed using structural equation modelling (SEM). Even though there are a few other studies that show a significant relationship between computer self-efficacy and computer anxiety and ESL lecturers’ attitude in integrating flipped learning, this study found the relationship to be insignificant. According to responses, Malaysian ESL lecturers have no problems in managing basic computer skills. The findings could contribute to future studies that aim to understand user acceptance behaviour. This study could also help decision makers or Malaysian universities in employing or improving the existing flipped learning by identifying the dominant predictors in user acceptance.Keywords: Technology Acceptance Model, TAM 3, Flipped Learning, Computer Self-Efficacy, Computer Anxiety Model Penerimaan Teknologi 3 (TAM3) adalah sebuah model inklusif dan kompleks yang memberi penekanan kepada proses yang berkaitan dengan kegunaan dan kemudahan penggunaan yang dirasai pengguna. Model ini mencadangkan bahawa ramalan untuk kegunaan tidak mempengaruhi kemudahan penggunaan yang dirasai pengguna dan sebaliknya. Penyelidikan kuantitatif ini menyiasat hubungan antara keberkesanan kendiri komputer dan kebimbangan komputer (dua elemen dalam TAM3) dan sikap pensyarah Bahasa Inggeris sebagai Bahasa Kedua (ESL) Malaysia dalam mengintegrasikan pendekatan pembelajaran flipped. Satu set soal selidik telah dijawab oleh 206 pensyarah universiti ESL Malaysia dan data dianalisis menggunakan pemodelan persamaan struktur (SEM). Walaupun terdapat beberapa kajian lain yang menunjukkan hubungan yang signifikan antara keberkesanan diri komputer dan kecemasan komputer dan sikap pensyarah ESL dalam mengintegrasikan pembelajaran terbalik, kajian ini mendapati hubungan itu tidak signifikan. Menurut respon, pensyarah ESL Malaysia tidak mempunyai masalah dalam menguruskan kemahiran komputer asas. Penemuan ini boleh menyumbang kepada kajian masa depan yang bertujuan memahami kelakuan penerimaan pengguna. Kajian ini juga dapat membantu para pembuat keputusan atau universiti di Malaysia dalam mengguna atau memperbaiki pembelajaran yang sedia ada dengan mengenal pasti prediktor yang dominan dalam penerimaan pengguna.Kata kunci: Technology Acceptance Model, TAM 3, Flipped Learning, Computer Self-Efficacy, Computer Anxiety
Siti Fatimah Abd Rahman; Melor Md Yunus; Harwati Hashim. A Technology Acceptance Model (TAM): Malaysian ESL Lecturers’ Attitude in Adapting Flipped Learning (Technology Acceptance Model (TAM): Sikap Pensyarah ESL di Malaysia dalam Penyesuaian Pembelajaran Flipped). Jurnal Pendidikan Malaysia 2019, 44, 43 -54.
AMA StyleSiti Fatimah Abd Rahman, Melor Md Yunus, Harwati Hashim. A Technology Acceptance Model (TAM): Malaysian ESL Lecturers’ Attitude in Adapting Flipped Learning (Technology Acceptance Model (TAM): Sikap Pensyarah ESL di Malaysia dalam Penyesuaian Pembelajaran Flipped). Jurnal Pendidikan Malaysia. 2019; 44 (01SI):43-54.
Chicago/Turabian StyleSiti Fatimah Abd Rahman; Melor Md Yunus; Harwati Hashim. 2019. "A Technology Acceptance Model (TAM): Malaysian ESL Lecturers’ Attitude in Adapting Flipped Learning (Technology Acceptance Model (TAM): Sikap Pensyarah ESL di Malaysia dalam Penyesuaian Pembelajaran Flipped)." Jurnal Pendidikan Malaysia 44, no. 01SI: 43-54.