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Computer Self-Efficacy and Computer Anxiety: The Effects on Technology Acceptance in Implementing Flipped Learning Approach

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  • Siti Fatimah Abd. Rahman

    (International Islamic University Malaysia, Kulliyyah of Education, Selangor, Malaysia)

  • Noorlila Ahmad

    (International Islamic University Malaysia, Kulliyyah of Education, Selangor, Malaysia)

Abstract

The technology acceptance model was initially constructed to explain the behavioural intention in adopting and utilising an information system. The model has been widely used to investigate the level of technological innovation adoption, particularly in computers and information systems. This study investigates the effects of computer self-efficacy and computer anxiety on the ESL lecturers’ technology acceptance adapting flipped learning approach. 206 Malaysian ESL public university lecturers participated in this study. Structural equation modelling (SEM) was used to analyse the data on the effects of computer self-efficacy and computer anxiety on ESL lecturers’ decisions about whether or not to integrate flipped learning in their teaching and learning. The findings show that Malaysian ESL lecturers are not stressed about handling new technology (software or hardware) and possess high computer self-efficacy. This result could help lecturers and stakeholders adapt and integrate flipped learning into teaching and learning.

Suggested Citation

  • Siti Fatimah Abd. Rahman & Noorlila Ahmad, 2025. "Computer Self-Efficacy and Computer Anxiety: The Effects on Technology Acceptance in Implementing Flipped Learning Approach," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3), pages 4457-4469, March.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3:p:4457-4469
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    References listed on IDEAS

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    2. Michelle Jones, 2016. "A Case Study of Blended Learning in Higher Education in Malaysia: Flipped, Flopped or Forgotten?," Proceedings of Teaching and Education Conferences 3906504, International Institute of Social and Economic Sciences.
    3. Roach, Travis, 2014. "Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics," International Review of Economics Education, Elsevier, vol. 17(C), pages 74-84.
    4. Viswanath Venkatesh & Fred D. Davis, 2000. "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies," Management Science, INFORMS, vol. 46(2), pages 186-204, February.
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