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In terms of technology used to improve education, the flipped classroom provides an opportunity to enhance the teaching experience for both learners and educators. Studies have shown that flipped classroom teaching has been widely adopted in computer science courses. However, the review conducted in this study of literature on flipped classroom practices in the context of computer science shows that the method has been investigated in relation to student perspectives, but also reveals a lack of research related to factors that could influence computer science instructors’ intentions to adopt the technique. Therefore, this paper presents and provides the preliminary results of an investigation of five proposed factors with flipped classroom practitioners who have applied the flipped classroom at least once in their teaching. A total of fourteen semi-structured interviews have been conducted with participants mainly from computer science and related disciplines, in order to confirm the significance of each proposed factor. The results provide evidence given by the participants on the significance of each of the five proposed factors, particularly the first three, as well as additional factors recommended by the respondents.

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