Abstract:

Flipping the classroom is an emerging trend in education. The main characteristic of flipped classrooms is a more student-centered blended learning process in a ubiquitous context –anytime, everywhere-. With the use of MOOCs, online quizzes, and guided online learning activities, students can regulate their learning process better, adapting it to their time and capacity requirements. At the same time, flipped classrooms allow devoting more time in face-to-face classes to applying previously learned theoretical knowledge. Despite an increasing number of studies devoted to flipped classrooms there is a research gap regarding the main determinants of teachers´ attitudes towards and intentions in using flipped classrooms. This exploratory research focuses on analyzing: i) teachers´ attitudes towards flipped classrooms, ii) teachers´ intentions to use flipped classrooms, iii) teachers´ perceived usefulness of flipped classrooms, and iv) teachers´ perceived utilitarian value of flipped classrooms. To do so, a mixed method research design – quantitative and qualitative- was developed. Results suggest teachers have a positive attitude and a strong intention to use flipped classrooms. Nevertheless some factors -such as a lack of technological competences- also arise as possible barriers to using this methodology. Managerial recommendations for higher education managers are also addressed.

Keywords:

Flipped Classroom, Attitude, Satisfaction, Intention to Use, Higher Education, Blended Learning.