Browsing by Author "Almahuobe, May Mohammed S."

The aim of this study is to explore IIUM lecturers’ readiness to implement flipped classroom by examining a set of factors that influence their readiness to implement it. Based on Aydin and Tasci’s (2005) E-Learning Readiness Model, Chapnick’s (2000) E-Learning Readiness Model, and Borotis and Poulymenakou’s (2004) ELearning Readiness Model, a model is developed and tested to examine the lecturers’ readiness to implement flipped classroom. Eight antecedents (access to resources, content readiness, technical readiness, attitude readiness, general readiness and variation based on gender, Kulliyyah and years of teaching) of readiness to implement flipped classroom are presented in the model. The lecturers’ level of readiness to implement flipped classroom in terms of access to resources, technical skills, content, attitude and general readiness is explored. Again, the variation of lecturers’ readiness to implement flipped classroom based on gender, Kulliyyah and experience with technology is explored. The analysis procedure made use of descriptive statistics and cross tabulation. The findings reveal that there is high level of readiness for IIUM lecturers to implement flipped classroom in terms of their access to resources. In addition, the result reveals that the majority of the respondents indicated their readiness to implement flipped classroom in terms of their technical skills to implement it. The majority of the lecturers indicated they are highly ready in terms of the content needed for flipped classroom implementation. Similar result shows lecturers having a highly positive attitude toward flipped classroom implementation. A high level of readiness is also found among lecturers in terms of their overall readiness to implement flipped classroom. Further result shows that lecturers’ level of readiness to implement flipped classroom vary in terms of their gender, Kulliyyah and teaching experience, signifying that the implementation of a technology begins with readiness to implement it. The study reveals a vital implication on how IIUM should outline policies to increase adequate provision of resources and support for the general implementation of flipped classroom.