Teachers' Perceptions of Online Teaching in Higher Education in Libya
DOI:
https://doi.org/10.37375/sujh.v12i1.89Keywords:
Teacher's perception, Online Teaching, Higher Education, Reasons, LibyaAbstract
With the widespread of internet demand for learning, many higher education institutions are highly motivated to develop and implement online teaching. It is important to mention that some colleges and universities have given scope for online classes. Hence, it becomes crucial to gain the perceptions of participants of online classes. Therefore, the present study aims to explore teachers' perceptions about online teaching and the causes behind neglecting the implementation of online teaching in higher education institutions in Libya. The current study employs the quantitative approach. An online questionnaire was designed and distributed to 213 teachers at Libyan universities via Facebook, Whatsup, and Viber applications in November 2021 and it was available online for a week. The data were collected and analyzed manually. The results revealed that teachers in higher institutions are not familiar with online teaching due to various reasons including technical, cultural and administrative problems. Findings provide significant implications for policymakers and higher education institutions that enhance the quality of online teaching in Libya and elsewhere
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