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

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.