Cognitive Instrumental Processes of Flipped Learners: Effects of Relevance for Learning, Quality of Learning Outcomes, and Result Demonstrability

Abstract

This study investigated the influence of students’ cognitive instrumental processes (i.e., relevance for learning, the quality of learning outcomes, and result demonstrability) on students’ perceived usefulness and intention to use flipped learning. An extension of the technology acceptance model (TAM2) was employed in this study. A total of 277 undergraduate students enrolled in flipped classes at a Korean university completed an online survey for this study. The results of the cognitive instrumental processes revealed that the quality of learning outcomes influenced students’ perceived usefulness and intention to use flipped learning. This finding emphasizes that it is necessary to deliver high-quality classes using a flipped learning approach to satisfy students’ expectations of improving learning outcomes. The relevance for learning also affected students’ perceived usefulness of flipped learning classes and indirectly influenced their future intention to use flipped learning. The results emphasize that students should be given opportunities to recognize the relevance of flipped learning based on their expected learning achievement. Finally, result demonstrability did not influence perceived usefulness nor intention to use flipped learning. The research findings of this study have practical implications and recommendations for flipped class instructors to persuade students to enroll in flipped learning courses from the perspective of cognitive instrumental processes.

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“…According to Do et al's [42] investigation, students' perceived utility and intention to use flipped learning were found to be influenced by cognitive instrumental processes, specifically, relevance for learning, quality of learning outcomes, and result demonstrability. In this study, an adapted version of the technology acceptance model (TAM2) was employed.…”

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