FACTORS INFLUENCING FACULTY MEMBERS’ BEHAVIORAL INTENTIONS TO USE FLIPPED CLASSROOMS IN SAUDI ARABIA AT TAIF UNIVERSITY

Abstract

This study explores the differences among faculty members at Taif University in Saudi Arabia regarding their behavioral intentions toward the use of flipped classrooms. This study investigated the relationship between the Unified Theory of Acceptance and Use of Technology (UTAUT) constructs and the behavioral intention of faculty members. Gender was studied as a potential moderator of the relationship between each of the three predictors (performance expectancy, effort expectancy, and social influence) and the outcome (behavioral intention). Quantitative methods were used to collect data from 197 survey respondents. Findings showed that performance expectancy and effort expectancy were the only statistically significant predictors of faculty members’ behavioral intentions to use flipped classrooms. Gender did not have any moderating effect on the relationship between the UTAUT constructs and faculty members’ behavioral intention to use flipped classrooms. Finally, the results showed no statistical differences between male and female faculty members in behavioral intention. Based on the study’s findings, practical implications are provided, and future research directions are also suggested. The experiences from this study are valuable additions to the growing body of research for faculty implementing flipped instruction.