Keywords

1 Introduction

Since the first appearance of COVID-19 pandemic different Libyan higher education institutions such as Omar Al-Mukhtar University and Derna University offered varying online courses to undergraduate students. The first online experience was developed at Omar Al-Mukhtar University during the winter of 2020 at the Faculty of Tourism and Archaeology. The primary aim for this new technique was to satisfy general elective requirements of Libyan distance learning scheme. This study was initiated by raising questions about the outcomes of this new online teaching methodology. Questions such as: How would students’ performance be? Would students gain information? How about using this method for exams and assignments? Would students’ grades be higher or lower? How would Libyan students feel about the online flipped learning style? [1]. Although recent developments in information technology (IT) have produced much promise on the use of information technology (IT) for online learning, it is not entirely clear whether IT will be successful in education. There are persuasive arguments on both sides. Some advocate for the role of IT in education present particularly satisfactory progress, while others still doubt the full functionality of the role of IT in this regard against online education technologies. Libyan university lecturers are under increased pressure to deliver to their students and other constituencies expanded services and greater value with reduced physical presence of students at university campuses.

Therefore, as these technologies are advancing in the higher education sector and developing rapidly, Libyan university academics are confronting significant responsibilities to learn and acquiring them. This enables them to exhibit educational resources in a well-dressed and modern aspects [2]. Furthermore, the rapidly increased usage of latest information and communication technology (ICT) presented alternative prospects for university lecturers to attract and stimulate their undergraduate students, despite their backgrounds, to take advantage of these possibilities. These new higher education online technologies could be utilized in implementing new online teaching and flipped learning models may increase students’ enthusiasm and self-independency thus increasing their awareness and progress. As examples of these models, hybrid online teaching and flipped learning are new tools to be used in educational platforms [3]. The flipped learning model (FLM) and the availability of modern technologies changed Libyan instructors' normal teaching tasks and turned upside down their university working day to be more student centered. This offered them more management of the teaching resources and easier online face-to-face meetings with their students [3]. This hybrid online teaching and flipped learning instrument is 100% dependent on using IT availability to change the delivery of educational instructions to individual learning at home instead of the classroom group teaching. This will assist university lecturers to expand individual direct teaching for their students [4]. The additional saved time may be wisely spent by students to collaborate with other students, think profoundly about the subject matters, learn new skills, and obtain advice on their progress. Besides this essential observation, this saved time may be used by instructors to tutor and motivate their students and challenge them with extra activities. Consequently, online teaching and flipped learning model will appeal to lecturers, researchers, and educators as well as funders round the world to support and encourage such shifts and transformations [5].

1.1 Study Motivation

This century has by now realized enormous advancements and improvements in different technologies in many fields of education, one of which is hybrid online teaching and flipped learning methodologies. Thus, some of Omar Al-Mukhtar University and Derna University students are encouraged to use the available up to date electronic devices and related collaborative activities to enhance their academic achievement. Educators and academics did attempt to explore how to practically integrate these modern technologies in the educational teaching, learning and research processes [6]. Also this may cause including a variety of exercises to help Libyan university students to examine their own behavior, recognize new fields for advancement and acquire new respects of learning.

1.2 Research Hypothesis or Problems

This study is concerned principally with providing an insight into hybrid online teaching and flipped learning during COVID-19 pandemic in Libya that are required for Libyan students for completing their studies and self- improvement. To also assure their academic accomplishment and education outcomes to acquire the needed market skills needed after graduation. Nevertheless, to improve the Libyan higher education quality, there is a considerable requirement for concrete teaching plans and methodologies by joining theory and practical skills of online learning in well-defined strategy. Therefore, this study was developed at quantitative and qualitative levels considering the academics and authors' previous experience. This work aims to answer to these research questions:

RQ1: How effective is the hybrid online teaching and flipped learning methodology for Libyan university students?

RQ2: What is the nature of this modern technology challenges that were faced by Libyan undergraduate students?

RQ3: What are the online teaching risk management skills to help Libyan teachers in better handling unexpected sorts of risks?

1.3 Study Aims and Objectives

The main objectives of this paper are to provide an insight into hybrid online teaching and flipped learning during COVID-19 pandemic in Libya, in overall performance, comparing traditional teaching performances to online ones and to improve Libyan university student’s final achievement. Therefore, this study is aiming to:

  1. 1.

    Examine the nature of university hybrid online teaching and flipped learning model through the COVID-19 pandemic in Libya.

  2. 2.

    Find out the nature of this modern technology challenges facing Libyan undergraduate students.

  3. 3.

    Discover the required online teaching skills to help Libyan teachers in better handling all expected and unexpected sorts of tasks and duties.

  4. 4.

    Initiate a new channel and creative source for other researchers to do more related studies.

2 Methodology

This research process started by forming two groups (control and experimental) to establish and find relationships between study variables for 80 Libyan university students. The differences between the two groups were methodological and technological learning skills. The control groups (20 male and 20 female students) received traditional classes with no use of technological sources, while the experimental groups (20 male and 20 female students) received an innovative methodology by means of flipped learning using online hybrid teaching. However, the traditional approach was configured as a collective variable, while the technological practice/approach was considered as an independent variable. This descriptive consideration was applied for 80 students in Economics studies in the first year of studies at the university. In this group of selected students, 50% were boys and 50% were girls. Their average age was 18 years. The students were divided into four study groups, where two of them were controlled in nature and the other two were of an experimental nature and treatment allocation designed on a random base. Only post-test was adopted (see Table 1). Moreover, no pretest was undertaken to discover the groups’ beginning level. These groups were reliable for the comparison process as they were at the same level. Therefore, the students had no previous knowledge or experience about the preservation of Economics Studies.

Table 1 Design distribution of study
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As mentioned before, an applied qualitative approach was employed in the study to collect, analyze, and evaluate the necessary data. This approach was the dominant method in this study to examine the nature of university hybrid online teaching and flipped learning model by asking students in the treatment group fundamental open questions concerning the benefits and challenges of the online teaching method. Therefore, the authors believe that this research is important because of:

  1. 1.

    This research is the first attempt to examine the impact of hybrid online teaching and flipped learning model at both universities.

  2. 2.

    To find if the results of this study support the hypothesis that hybrid online teaching and flipped learning would be beneficial to undergraduate students in Libya.

  3. 3.

    To examine any obstacles that may hinder the application of this new online teaching and learning technology in Libya.

2.1 Studies Related to Flipped Classes

Recently, and in many higher educational institutions, online teaching and flipped classroom models have become common teaching tools. The influence of this new lecturing scheme has been investigated in many studies. As an example, a previous Arabic study considered the flipped classroom model effect on listening comprehension of Egyptian university students [7]. The study assumed one-group pre-post-test design. A pretest on listening comprehension was employed prior to the experiment. Then the post-test was applied. The obtained results showed that the flipped learning model had a considerable effect on listening comprehension. Considering the flexibility of e-learning and to estimate health care students’ perception regarding its implementation, a study at King Khalid University was performed for 4 months, from April 2020 to July 2020. This study suggested that efficiency of e-learning was influenced by various existing elements. The research instrument used contained a self-designed, qualitative questionnaire where three domains need to be confirmed using the field pretest method. This was administered among students using social media platforms. Among 254 respondents 59.8% were males and the rest were females. 96.5% of respondents were staying with their families. 10.2% reported medically compulsory quarantine for one or more family members. 59.8% reported that the online classes began too early. 63.4% of the respondents stated that they had no prior experience. The main obstacles to the students were weak network links (32.3%), unawareness about online platforms (29.9%) and poor audio/video qualities (26.3%). Also, there were also several factors that affected the full outcome of e-learning such psychological tension, quarantine requirements and family living conditions. The study concluded that health care students are still skeptical due to the absence of clinical training. This may cause them not to adopt e-learning completely. To collect the data, an English flipped learning writing test along with a questionnaire were used. As stated earlier, the experimental group was lectured through flipped classroom approach. On the other hand, the traditional teaching method was used with the control group. Both groups were post-tested. The results of the post-test showed that the experimental group achieved better results than the control group. Furthermore, the questionnaire results were in favor of the online teaching and flipped learning scheme. This can be accredited to using digital distance learning and could be applied in similar fashion to Libyan students to make the transition from teacher-centered classroom to student-centered teaching methodology [8].

2.2 Online Teaching and Flipped Learning Problem Statement

At the start of trying this new digital technology method, it was obvious that Libyan students do not have the opportunity to attempt and test the skills learned or to participate in professional use of IT techniques outside of the classroom due to the insufficient communicative abilities. Previous studies examined the variant influence of studying in a Flipped Classroom (FC) environment when compared to a Blended Learning (BL), a Traditional Learning (TL) or an e-learning (EL) scenarios on learning performance, self- effectiveness confidences, students’ motivation, and model flexibility, it was found that FC mode is an encouraging approach of improving students’ learning performance. Two instructional components were employed in both online and face-to-face modes. These were lectures and guiding questions. The mode of these elements varied in both blended settings (BL and FC). These studies showed that learning accomplishment was better in the FC setting when compared to other learning conditions. The learning performance, when compared to the EL model, of BL students’ mode was higher. Furthermore, the study concluded that studying in the FC model had a positive effect on self- effectiveness attitudes and essential motivation. However, this was not noticed on the observed flexibility. The results also suggested that the flipped classroom may stimulate students’ inspiration. However, some difficulties were associated with the FC, the students’ inadequate preparation for this model. Consequently, students must be trained to employ FC methods with sufficient e-learning means, as well as it is essential to consider the study load for the students as well as providing in-class activities [9, 10]. Moreover, and due to the absence of significant interaction because of applying traditional teaching schemes in most institutions of higher education, the same case is repeating itself, which may be one of the causes behind this. Other studies showed that lecturers employ traditional teaching approaches since they consider these modes more practical and constructive for the students [11]. This may also be because lecturers find these schemes easier to use and do not demand much effort. Due also to the influence of their own experience as students, other lecturers use traditional teaching, repeating their former instructors' role. Besides, most teachers are affected by following beliefs that conventional classroom methods, in which teachers are at the center of control in their classes and have full command over students' interaction since they are the only resource of skills and information, are the methodology to follow.

2.3 Online Teaching and Flipped Learning Characteristics and Benefits

There are various characteristics and benefits brought about using digital distance learning in Libya as it is convenient for university students since this approach has definite effects. This approach can concentrate on all categories of students [11]. As the academic year evolves, better performance and creative input from students are the expected results of such implantation [12]. Increasing students’ engagement time inside classrooms, receiving instant response as well as encouraging the spirit of teamwork are some advantages of using this model. FL may be also regarded as a suitable model for individualizing learning approaches. However, up to now there are no obvious thorough ICT policies in most Libyan universities as well as the application of ICT is still extremely limited in these universities. These factors and others render the integration of ICT in the educational sector which continues to be a considerable challenge for method of evaluation (MOE). Therefore, there is a necessity to implement MOE in an objective and strategic manner by applying and ICT in well-set plans that could be measured, followed, and enhanced continuously [13]. As numerous studies suggest, students’ motivation and accomplishment are realized in many manners by applying ICT effectively. However, this still requires more research and studies especially in the Libyan higher education institutions to explore distance students' accomplishment [7, 14].

2.4 Distance Learning Motor Skills Model

This distance learning motor skills model is about attaining various skills due to practicing and experiencing the most frequently cited FL standards. The model proposes that FL effectiveness may be expanded in view of students’ feedback. This feedback may be observed as lecturers take corrective measures in cases such as: when students are deliberating too long by interfering, asking irrelevant questions, or losing their interest. This Model engages students by maintaining their self-possession and excitement at a satisfactory level. Once students understand the FL model, it would aid them in developing new skills. Skills such as knowing that the FL will help students to analytically evaluate the efficiency of their employability skills at every level, describing the categorized structure of motor skills and explaining how this suggests the possibility of decomposing complex employability skills into their element parts as well as comprehending the role of the assumed online teaching and FL models in achieving remarkable progresses on students’ education.

2.5 Preparation for Online Distance Learning

To substitute the role in the classroom from teacher-centered to student-centered, FL mode can be regarded as a start stage. It reinforces students’ interest, either direct or indirect, in addition to their engagements by applying the constructivist approach. However, to use FL standards, Libyan lecturers and educators will have to improve and master the FL appropriate directions [15]. For example, to integrate ICT in teaching and learning activities, Libyan instructors are expected to increase their knowledge of pedagogical procedures through several attributes that may include planning, applying, and evaluating these procedures. For example, generating video does not require recording the lectures inside the classroom while teaching using video cameras. Lecturers may be able to create videos through making a screen cast function by capturing the computer screen, for instance slide show of Power Points presentation, recording voices, including a small webcam of instructors’ faces, using digital pen for solving problems and so on. It is found out that the appropriate average video time is about 10–15 min long [1, 4]. Traditional teaching only requires high class professional educators. However, Libyan FL educators must move beyond the traditional lecturing and training and must be determined to shift direct teaching from a group of students to individual ones. This requires how instructors learn to maximize their time with students in the classroom [16]. Additionally, to become a flipped educator and an excellent teacher with plans and practices with a wide range of effective pedagogical approaches is a challenging and demanding task. Along with the instructor’s capability to predict student misconceptions, good lecturers should continuously and accurately evaluate the effectiveness of the lectures and to ensure that the educational aims are fulfilled.

Thus, skilled, and professional university teachers are facing a radical pedagogical modification of their teaching methodologies where they must plan and organize their FL classes [17] attentively and cautiously. Therefore, Libyan distance instructors should be able to modify direct instruction from the group to the individual learning environment. In addition, instructors should learn how to maximize direct teaching time between lecturers and students. Thus, flipped lecturers must regularly monitor their students’ performance providing them with appropriate reaction at the exact moment and continuously rating this performance [18].

2.6 How Can Libyan Instructors Flip Their Classrooms?

For Libyan lecturers and teachers who would be embarking on this change to flipped teaching approaches, these steps may be followed:

  1. i.

    Lecturers should select the right technology that fits their needs to make films, edit them and share these videos with their students. This is because FL methods depend on ICT. This is also true for the students where it is essential for them to have access to a hosting service and to be able to manage all its contents where their instructors can track students’ improvement. This may be achieved by a learning management system (LMS) which will streamline all the contents in one place.

  2. ii.

    Since lecturers will not have to concern themselves about classroom administration, then a 15-min lecture could be delivered in only a five-minute video. Due to the availability of excellent quality open educational resources (OER) sources, students can search for videos and other interactive content from these sources. However, before launching an online lesson, lecturers must be transparent with students and explain what distance learning is and why we are doing it. Since making this significant transfer in the lecturing culture is not an easy task. Therefore, transforming the mindset is a demanding assignment. Thus, lecturers should be well-prepared to deal with students’ worries and to answer the “how” and the “why” questions more than often.

  3. iii.

    Distance learning depends on student participation at-home to be involved with pro-active activities. Monitoring students’ participation allows lecturers to help students with their homework, recognize who needs assistance and hold them accountable for their chores.

3 Study Experimental Part (Field Study)

For this study, as already stated, students were divided into two groups: experimental and control (see Fig. 1) to investigate the influence of distance teaching on students’ achievement. Academics were questioned to evaluate the advantages and challenges of the FL Model. The result was in support of FL using ICT tools.

Fig. 1
An illustration depicts the classification of flipped learning into an experimental group G with a posttest and a control group P with a posttest.

(Source Flipped Learning Network 2014)

Flipped learning group samples.

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4 Conclusion and Recommendations

The hybrid online teaching and flipped learning method proved its effectiveness in helping Libyan students to develop their achievements by encouraging them to be more independent students, highly responsible for their own learning while improving the relationship with their teachers. Students had also positive thoughts on distance learning to enhance their competences. The students agreed that this approach of teaching would aid them in enhancing their understanding, communication skills and employability competencies. The results were useful as this new digital methodology succeeded in shifting the attention from teachers to students to improve students' accomplishment. The results of this work presented views of distance learning methodology using modern technologies and updated educational facilities. The authors have utilized, believe, and achieve (LBA) model for the best distance learning performance (see Fig. 2).

Fig. 2
A model of digital learning includes learning, achieving, and believing.

Flipped learning LBA model

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This study specifically concluded the following findings:

  1. 1.

    Hybrid online teaching and flipped learning are becoming a necessity for the entire Libyan higher education sector.

  2. 2.

    Power supply and good internet service with updated technologies remain to be the essential challenges while practicing distance learning in Libya.

  3. 3.

    Libyan teachers need to improve their skills in utilizing live and recorded video conferencing platforms, such as G-Suite, Zoom, Google Class, Google Meet, and others for better handling all expected and unexpected tasks for online teaching responsibilities.

  4. 4.

    The outcomes of flipped classes were not long-lasting. It is therefore proposed that lecturers should repeatedly use flipped classes in their teaching strategies to have demonstrable influences on the sustainability of collaborative-teaching schemes.

The authors conclude with the following recommendations:

  1. 5.

    Organizing training programs about digital learning for both teachers and their students on employing FL schemes before their implementation.

  2. 6.

    Persuading Libyan lecturers to apply new flipped online approaches in place of conventional teaching techniques.

  3. 7.

    Performing comparable studies in other fields of study to examine the usefulness of FL in increasing students’ achievements.

  4. 8.

    Using the LBA online teaching model with the right ICT tools is the prospect for productive higher education procedures in Libya and similar countries to produce quality graduates.