dc.creator | Cabero Almenara, Julio | es |
dc.creator | Romero Tena, Rosalía | es |
dc.creator | Llorente Cejudo, María del Carmen | es |
dc.creator | Palacios Rodríguez, Antonio de Padua | es |
dc.date.accessioned | 2021-05-06T11:24:34Z | |
dc.date.available | 2021-05-06T11:24:34Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Cabero Almenara, J., Romero Tena, R., Llorente Cejudo, M.d.C. y Palacios Rodríguez, A.d.P. (2021). Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education. CONTEMPORARY EDUCATIONAL TECHNOLOGY, 13 (3) | |
dc.identifier.issn | 1309-517X | es |
dc.identifier.uri | https://hdl.handle.net/11441/108652 | |
dc.description.abstract | In recent years, studies carried out in the educational field have concluded that the Flipped Classroom
methodology offers numerous advantages for both teachers and students. In this sense, this approach is
worked on at the university to develop skills necessary for the future professional of students, as well as
increase their commitment to the subjects. The general objective of thisresearch isto verify if the learning
acquired through the Flipped methodology, as well as the perception of it, are useful for university
students of the Degree in Primary Education. For this, two types of designs are used: pretest-posttest and
validation through structural equations (PLS) of the scale to evaluate the degree of acceptance of the
Flipped methodology based on the TAM model. The results show the adequacy of the training proposal
based on Flipped methodology for university students. The students perceive the incorporation of the
inverted methodology as an adequate strategy, highlighting the ease of use in the classroom, the
acceptance of its integration, the transformation of interest in learning and showing a positive attitude
towardsits use in the future. Together, the level of acceptance asregardsthe validation of the TAM model
is high. Finally, the possibility of replicating the model in similar investigations or through the so-called
emerging technologies is evaluated. | es |
dc.format | application/pdf | es |
dc.format.extent | 17 p. | es |
dc.language.iso | eng | es |
dc.relation.ispartof | CONTEMPORARY EDUCATIONAL TECHNOLOGY, 13 (3) | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Flipped classroom | es |
dc.subject | Digital competence | es |
dc.subject | Primary education | es |
dc.subject | Teacher training | es |
dc.subject | TAM | es |
dc.subject | CFA | es |
dc.title | Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica y Organización Educativa | es |
dc.relation.publisherversion | https://doi.org/10.30935/cedtech/10874 | es |
dc.identifier.doi | 10.30935/cedtech/10874 | es |
dc.journaltitle | Contemporary Educational Technology | es |
dc.publication.volumen | 13 | es |
dc.publication.issue | 3 | es |