Flipped Classroom from Computer Science Instructors' Perspectives

Investigating Factors Based on an Extended UTAUT Model to Confirm Computer Science Instructors’ Behavioural Intention to Adopt the Flipped Classroom

“…The review of the literature in terms of technology acceptance models, reveals that UTAUT model has been used in investigating individual acceptance of technology in E-learning related studies ([8]- [13] and [14]). Indeed, [15] explained that their study aimed to compare between eights significant models to understand the individual acceptance and intention to use technology in organizations, combine them, and unify them into one model, UTAUT.…”

“…In previous related work [13] explained the suitability of UTAUT model in related studies where technology employed in education by reviewing 11 studies. [13] proposed to initiate the investigating of the factors with the practitioners' by proposing five main factors as an extended model based on UTAUT which are: performance expectancy, effort expectancy, social influence, facilitating condition, and technology self-efficacy.…”

Investigating Computer Science Instructors Behavioral Intention to Adopt the Flipped Classroom Applying an Extended UTAUT Model: The Role of Age, Gender, and Experience

“… Teaching experience  Flipped classroom experience  Learning management systems experience In addition to confirming and validating the factors, the flipped classroom practitioners were also asked to rate the moderators such as age, gender, teaching experience, flipped classroom experience and learning management systems experience; to explore if each of those moderator's influences each of the proposed factors, which proposed in earlier work reference [22].…”

“…Those factors were discussed deeply in previous related work [22], in addition to previous work [23], which introduced the interviews process, methods to analyze the qualitative collected data, and findings of the qualitative data regarding the five proposed factors.…”

Implementation of Virtual Training: The Example of a Faculty of Computer Science during COVID-19 for Sustainable Development in Engineering Education

“…The Center for Evaluating the Research Pipeline at the Computing Research Association concluded that students' apathy, disinterest and abstention from computer science courses is explained by the absence of interactivity, energy and passion exhibited by faculty in the classroom [15][16][17][18][19]. Recent reports of online learning noted the high withdrawal rates of students from computer science courses across many countries indicating a lack of instructor support systems for completing classes [20][21][22][23][24][25][26][27].…”