Abstract—The Flipped classroom has been applied widely in
teaching computing courses. This paper aims to explore the
impact of the moderating factors from the instructors’
perspectives. The study presents the findings obtained from
semi-structured interviews with fourteen flipped classroom
practitioners. This article investigated three potential
moderators, age, gender, and experience. The results show that
age and gender do not have strong evidence on their impact on
the factors that could influence the instructor's adoption
decision. However, some indicators by practitioners refer to
experience as a possible moderator that might have impacted the
factors that could influence computer science instructors to
adopt the flipped classroom.
Index Terms—Age, computer science instructors, experience, flipped classroom, gender, moderators, UTAUT.
Eman M. Bakheet was with Saudi Electronic University. She is now with the School of Electronic and Computer Science, University of Southampton, UK (e-mail: E.M.Bakheet@soton.ac.uk).
Andrew M. Gravell is with the School of Electronic and Computer Science, University of Southampton, Southampton, UK (e-mail: email@example.com).
Cite: Eman M. Bakheet and Andrew M. Gravell, "Investigating Computer Science Instructors Behavioral Intention to Adopt the Flipped Classroom Applying an Extended UTAUT Model: The Role of Age, Gender, and Experience," International Journal of Information and Education Technology vol. 11, no. 12, pp. 631-637, 2021.Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).