Experiences of Blended Learning in Libyan Higher Education

Abstract

This study highlights the experiences of a group of Libyan university teachers introduced to the concept of blended learning. To provide professional development and update the teaching skills and knowledge of the teachers, a course was designed to combine digital and classroom learning. The programme ran for six weeks and involved 20 English language teachers from across different faculties of the university. It was delivered in English. The digital contribution was enhanced by Prezi presentations, shared folders and live online delivery by teacher trainers in the UK. This was supported by a trainer in the classroom, who provided activities that reinforced the learning. It was an interactive programme and all the teachers were required to deliver a short lesson that was critically evaluated by their peers. This paper reflects on the experiences of these teachers and their perceptions of a blended learning programme that involves international input through the contribution of digital technology. A survey of the teachers revealed high satisfaction rates and suggested ways in which similar programmes could improve both skills and knowledge of Libyan university teachers in the future.