The Reality of Using Blended Learning Among Faculty Members at the College of Education

Abstract

          In light of the rapid developments in the educational and technological fields, blended learning has emerged as an educational model that combines the advantages of traditional and e-learning, enabling the use of modern technologies to develop and enhance the effectiveness of the educational process. Based on this, this study aimed to identify the reality of blended learning use among faculty members at the Faculty of Education in Tripoli. This was achieved by examining its concept, characteristics, requirements, and importance in the educational process, and by revealing the level of its application in teaching. The study adopted a descriptive-analytical approach, and its sample consisted of (22) faculty members from the Departments of Classroom Teacher and Educational and Psychological Sciences at the Faculty of Education in Tripoli. The researcher used a questionnaire as the data collection tool. The final version of the questionnaire consisted of (20) items, and its reliability coefficient according to Cronbach's alpha was (0.867). The results showed that the reality of blended learning use among the sample members ranged between low and moderate levels, with a clear predominance of non-use. The most frequent use of blended learning was limited to using spreadsheets for storing and organizing student grades, facilitating group communication, and using forums for student dialogue. In contrast, the use of interactive whiteboards and infographics, along with the requirement for students to bring their own laptops, were among the least frequently used practices. The study also revealed that limited material and technological resources, coupled with a lack of interest in blended learning among some faculty members, were the primary factors explaining its low adoption rate. The study concluded by emphasizing the importance of creating a suitable educational and technological environment for implementing blended learning, providing specialized training programs for faculty members, and developing curricula that align with its requirements. This would contribute to enhancing the use of modern technologies and improving the educational process.