Utilizing the push–pull–mooring framework to explore university teachers' intention to switch from traditional classrooms to smart classrooms in China

Abstract

PurposeThis study explores the factors that promote university teachers' switching intention from a traditional classroom to a smart classroom based on the push–pull–mooring (PPM) framework to enrich the theoretical research on the smart classroom and provide a reference for smart classroom promotion.Design/methodology/approachThe proposed conceptual framework was developed from a comprehensive review of the related literature. This study tested and validated the proposed framework using a partial least square structural equation model based on 269 valid questionnaires.Findings(1) Perceived inefficiency, inquiry-based learning, future expectation and technical self-efficacy had significant effects on switching intention, while low participation, perceived usefulness and habit had no significant effects on university teachers’ switching intention in the smart classroom. (2) In the process of decision-making, the course category significantly moderates the impact of perceived inefficiency and technical self-efficacy on switching intention, while the user experience of smart classrooms significantly moderates the impact of perceived inefficiency on switching intention.Originality/valueThis study explains university teachers' switching intention from a traditional classroom to the smart classroom, which enriches the application area of the PPM framework.

Research on Sustainable Teaching Models of New Business—Take Chinese University Business School as an Example

“…Results from cross-national comparative studies of university students' learning situations indicate that UK and mainland Chinese students show a high degree of consistency in their cognitive and learning approaches when compared in the same educational context, but mainland Chinese students are less likely to demonstrate a deep or strategic approach to learning in current realistic teaching model contexts [10]. The innovation of a sustainable teaching model for new business disciplines cannot be supported using digital technologies and requires teachers to shift from traditional classrooms to smart courses; this shift process is influenced via perceived efficiency, inquiry-based learning, engagement, perceived usefulness, and future and technological self-efficacy, while willingness to shift is moderated based on the type of course [11].…”