The Attitudes of Faculty Members at the Saudi ‎Universities toward Using Flipped Learning and the ‎Obstacles to Its Application in Teaching

Abstract

This study aimed at identifying the attitudes of  faculty members at the Saudi universities toward using flipped learning and the obstacles to its aapplication in teaching. The descriptive approach was adopted. It was applied to a random sample of 220 faculty members at education faculties in a number of Saudi universities, during the first semester of the academic year 1439/1440 AH, A questionnaire has been designed to achieve the aim of of this study. It was composed of four fields: The attitudes of faculty members toward the role of flipped learning in teaching, the attitudes of faculty members toward the importance of flipped learning for them, the attitudes of faculty members toward the importance of flipped learning for university students and the barriers of using flipped learning in teaching in at Saudi universities. The results of the study showed that the attitudes of faculty members were positive on all fields of the study, while there were some barriers that hinder using flipped learning in teaching. The results also showed no statistically significant differences in the attitudes of the faculty members toward using flipped learning and the barriers hindering its application in teaching, due to the following variables: gender, academic degree and years of experience.