[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600081-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600081-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","academic-performance-and-technology-acceptance-model-tam-through-a-flipped-classroom-experience-training-of-future-teachers-of-primary-education","Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience - Training of Future Teachers of Primary Education","","Studies in education increasingly highlight the Flipped Classroom as beneficial for both teachers and learners. This research verifies whether learning gained through Flipped methodology and students’ perceptions support university training for the Degree in Primary Education. Using pretest-posttest designs and structural equation validation (PLS) of a TAM-based acceptance scale, results confirm the adequacy of the training proposal. Students report ease of use, strong integration acceptance, improved learning interest, and a positive future attitude, with high TAM acceptance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/academic-performance-and-technology-acceptance-model-tam-through-a-flipped-classroom-experience-training-of-future-teachers-of-primary-education/600081/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/academic-performance-and-technology-acceptance-model-tam-through-a-flipped-classroom-experience-training-of-future-teachers-of-primary-education/600081.png","ImageObject",300,407,{"name":42,"@type":43},"nayy☆","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main objective of the research?","Question",{"text":63,"@type":64},"To verify whether learning from the Flipped methodology, and students’ perceptions of it, are useful for university students in Primary Education teacher training.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study evaluate acceptance of the Flipped methodology?",{"text":68,"@type":64},"It uses pretest-posttest designs and structural equation validation (PLS) of a scale based on the Technology Acceptance Model (TAM).",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results indicate about students’ attitudes?",{"text":72,"@type":64},"Students perceive the inverted approach as adequate, highlighting ease of use, acceptance of classroom integration, transformation of learning interest, and a positive attitude toward future use.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600081,1792145030,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of  \nPrimary Education  \nJulio Cabero-Almenara  \nDepartment of Didactics and Educational Organization, Faculty of Education Sciences, University of Seville, Spain  \nORCID: 0000-0002-1133-6031  \nRosalía Romero-Tena  \nDepartment of Didactics and Educational Organization, Faculty of Education Sciences, University of Seville, Spain  \nORCID: 0000-0001-9886-8403  \nCarmen Llorente-Cejudo  \nDepartment of Didactics and Educational Organization, Faculty of Education Sciences, University of Seville, Spain  \nORCID: 0000-0002-4281-928X  \nAntonio Palacios-Rodríguez  \nDepartment of Didactics and Educational Organization, Faculty of Education Sciences, University of Seville, Spain  \nORCID: 0000-0002-0689-6317  \nReceived: 27 Nov 2020 Accepted: 15 Feb 2021  \nAbstract  \nIn 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 this research is to 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 towards its use in the future. Together, the level of acceptance as regards the 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.  \nKeywords: flipped classroom, digital competence, primary education, teacher training, TAM, CFA  \nINTRODUCTION  \nBackground  \nIn most of our universities, traditional learning methodologies centered on the teacher and not on the student continue to be used (Garay et al, 2017; Lai et al., 2018; Pelger & Nilsson, 2018; Sánchez-Rodríguez) .  \nNowadays, Flipped Classroom practices are acquiring a relevant role (Zainuddin et al., 2019) . Above all, due to the diversity of possibilities they offer, as the various meta-analyzes on the subject are showing (GalindoDomínguez & Bezanilla, 2019; Sola et al., 2019) .  \nGenerally, Flipped Classroom refers to classroom practice in which content is available to the student through various materials for pre-class study; the activities carried out in class are to deepen the understanding of the content (Brewer & Movahedazarhouligh, 2018; O’Flaherty & Phillips, 2015) . As Mengual-Andrés et al.(2020, p. 78), “is defined as a pedagogical approach in which the traditional roles of the classroom are inverted so that students start their learning outside the traditional classroom and continue, reinforce and complement it in their regular school hours”.  \nMany of the studies carried out in the studied field conclude that the Flipped Classroom can offer different advantages for both teachers and students. Teachers, for example, allow him to better understand the learning styles and difficulties of students and offer individualized tutoring, as well as taking advantage of class time to understand the contents (Roehl et al., 2013) . On the other hand, students are more involved than in traditional classes, provoking positive emotions and attitudes towards learning ","cbCaigJrzT0kxOVe","https://ap.wps.com/l/cbCaigJrzT0kxOVe","pdf",381578,17,"English","# Introduction\n## Background\n## Flipped Classroom: A Student-Centered Method","[{\"question\":\"What is the main objective of the research?\",\"answer\":\"To verify whether learning from the Flipped methodology, and students’ perceptions of it, are useful for university students in Primary Education teacher training.\"},{\"question\":\"How does the study evaluate acceptance of the Flipped methodology?\",\"answer\":\"It uses pretest-posttest designs and structural equation validation (PLS) of a scale based on the Technology Acceptance Model (TAM).\"},{\"question\":\"What do the results indicate about students’ attitudes?\",\"answer\":\"Students perceive the inverted approach as adequate, highlighting ease of use, acceptance of classroom integration, transformation of learning interest, and a positive attitude toward future use.\"}]","Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience - Training of Future Teachers of Primary Education | PDF",1792089993,43]