Engaging Secondary School Students in Learning Arabic Language through Flipped Classroom Using Creative MOOC Design

Abstract

For many years, educational researchers have been challenged to prove and justify the effective use of computers in teaching  and learning in the classroom. In reviewing  the antecedents of computer use in  education, many studies have adopted  a relatively  restricted  perspective and confined their research to  only technology-based  variables, namely students’ attitudes towards computers and their experience in  using the computer. In contrast, this study  includes an investigation of  teachers’ educational perceptions (constructivist beliefs, traditional beliefs) as an antecedent of computer use, while regulating the influence  of technology-related variables (computer experience, general computer attitudes) and demographic variables (gender, age). For identifying   the distinction in the  determinants of computer use in the classroom, multilevel modelling was used (N = 525). For assess  primary school  teachers’ use of computers in supporting the  pedagogical  process, an adapted  version of the “Class Use of Computers” scale of van Braak et al. (2004) was used. It basically explained the various  forms of computer use among primary school teachers,  supporting the hypothesis that “teachers’ beliefs are significant determinants in explaining why teachers adopt computers in the classroom.” Concerning the effect of  computer experience, general computer attitudes and gender, the findings indicate  a positive impact  of constructivist beliefs on the classroom use of computers. The use of computers in the classroom is negatively affected by Traditional views.