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This study is designed to investigate into how academics (university lecturers) who were involved in the design and development of MOODLE based-courses use the blended learning system to facilitate teaching and learning in the classroom and what factors facilitate or impede the effective design of MOODLE by academics .Qualitative research design was used. Various existing courses of seven lecturers at various faculties of University of Education, Winneba were redesigned with the lecturers and instructional designers in accordance with the specifications of MOODLE learning environment. The lecturers implemented the designed MOODLE learning environment with face-to-teaching to teach students in the real classrooms of the University. The results of the study revealed that academics use MOODLE to prepare and present lessons and chart with students before and after face-to-face lesson in the classroom. The results also revealed that the way academics use MOODLE for assessment reflects their mode of face-face teaching in the classroom. In addition, the finding showed that training program, incentives and motivational packages are necessary for academics to adopt ICT. The major challenges faced as revealed by the results were: 1) low technology competencies, cumbersome institutional culture, and lack of adequate ICT facilities. It is concluded based on the findings that Blended learning systems seems effective and efficient in developing countries (Ghanaian context). However, its development and implementation by the users (academics) present a number of challenges that need to be addressed in order to achieve its full potentials to promote the development of the 21st century competencies

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