A Study on the Impact of ICT on Collaborative Learning Processes in Libyan Higher Education

This paper presents the conclusions of a study on the impact of ICT on collaborative learning processes in Libyan Higher Education (LHE). The quantitative analysis of the answers to a questionnaire (completed by Libyan full-time lecturers at the universities of Tripoli, Garyounis, Gharian and Ezawia) shows the necessity to design and develop more classroom activities and interactive online applications, enabling the development of team-building skills required by employers. The influence of limited Internet bandwidths in Libya on collaborative learning processes in HE is then presented. It is obvious that HE institutions need to develop proactive strategies that envisage and anticipate learners‟ future learning needs and requirements in this transition period of moving towards an increasingly digitalized, networked and knowledge-based society. The paper also contains the analysis of a SWOT model considering the factors that must be considered in relation to collaborative learning within the university teaching process, such as intelligent multimedia, Internet technologies, and knowledge management. The employment of modern technology will enable the development of innovative and inspiring collaborative learning environments where lecturers are expert designers of intellectual experiences for students, who become active participants to the learning processes

The social impact and cultural issues affecting the e-learning performance in Libyan Higher Education institutes

This paper analyses the social impact and cultural issues which affect the e-learning performance in Libyan Higher Education institutes (HEIs). It is described the development and implementation of e-learning systems in various HEIs with the emphasis on the digital gap in Libya and barriers to successful e-learning implementation in these institutions. Also the social impact of using e-learning packages and Internet by young people in Libya is studied and a SWOT analysis of ICT and e-learning in Tripoli University is performed in order to improve the effectiveness of the use of e-learning systems in Libyan HEIs

Improving the Effectiveness of E-Learning Implementation in the School of Engineering at Tripoli University

The study is concerned with generating recommendations for the development of e- learning strategy at the School of Engineering at Tripoli University in Libya. They are based on the identified barriers to the successful e-learning implementation in the institution after the quantitative and qualitative analysis of the questionnaires developed using SmartSurvey software package. The barriers were classified in three main categories: technical, cultural and mismanagement. These barriers were compared with those from Middle East and North Africa (MENA) countries (as close culture) and UK (as international culture and developed country). Then a SWOT (Strengths, Weaknesses, Opportunities, and Threats) model for the diagnostic of the current stage of e-learning performance in the institution is developed. The user-centred design and action research approach are used for the design, development and implementation of an e-learning package for a module studied by Year 4 students from School of Engineering at Tripoli University. The e-learning packages played a supporting role in the delivery of the chosen module therefore the blended learning approach contributed to the improvement of the quality for the teaching and learning processes. A novel I-CUBE model which can be used for the development of teaching and learning activities in a digital era is proposed. The sources of information for the proposed model are: quantitative and qualitative analysis of the stakeholders answers; conclusions for the (SWOT) analysis; researcher’s reflections of the design, development and implementation of the e-learning package, study of the relevant educational publications and researcher’s personal experience. There are several common opinions about the factors influencing the successful e-learning implementation so it is possible to make correlations between the stakeholders’ points of view and to construct the surfaces which are included in the I-CUBE model. A set of institutional, pedagogical and technological recommendations for the development of e-learning strategy in the School of Engineering at Tripoli University are formulated. These are derived from the analysis of barriers and SWOT model related to the successful e-learning implementation in Libyan Higher Education Institutes (LHEIs). Also the aspects included in the proposed novel I-CUBE model for the development of teaching and learning activities, the researcher’s personal experience as a student and lecturer at Tripoli University and as a PhD student at the University of Huddersfield in UK are also considered. The implementation of these recommendations will enable the enhancement of students’ learning experience and staff satisfaction through technology-based education addressing the flexible and diverse learning community’s needs

Investigation of e-learning implementation in HE institutions in Libya

Basic education in Libya and literacy levels are among the highest in the Arab region. However, current education does not provide a "job-ready" work force because the education system is disconnected from the demands of the job market. Previous education policy decisions are having a negative effect in important areas for business such as IT and foreign languages. Also continuous professional development is almost non-existent (i.e. during its isolation Libya’s doctors could not update themselves on developments in international healthcare on an ongoing basis

Attitudes of Libyan students towards ICT's applications and E-learning in the UK

The use of virtual learning technology has increased rapidly in university teaching. The introduction of e-learning has led to rapid change which has impacted both the learners and the educators. The increasing use of technology in all aspects of life, as well as in the education sector, motivated Libyan universities to update their processes and make the technology the main factor in their education systems. This paper will analyse students‟ feedback for some Libyan students who studied abroad, thereby evaluating the e-learning environment as an effective support to face-to-face learning. The actual research was conducted with 30 Libyan students; the findings reflect the fifteen percent who responded to the questionnaire. The questionnaire comments and suggestions reported by students on e-learning are also reflected in the results. The reported findings focus on participants‟ attitudes towards and their satisfaction with technology. The article concludes by commenting on the prospects of e-leaning in the UK

Analysing the Effectiveness of IT Strategy in Libyan Higher Education Institutes

The use of Information and Communications Technology (ICT) has increased rapidly in the entire education sector and teaching process. Libyan universities, and most Libyan Higher Education Institutes (LHEIs), are trying to update their processes and to make Information Technology (IT) a major factor in their education systems. This paper will present an analysis of feedback from a group of Libyan students studying abroad, in response to questions about their attitude, awareness and motivation with regard to IT. It will then evaluate the ICT gap in Libya, using a SWOT analysis model, which indicates the main issues for Libyan HEIs and significant features of online teaching and learning. The paper also discusses some online learning activities that can be used in the design of many types of courses, modules and programmes. In addition, the effectiveness of different IT strategies, and the numerous requirements for the transition from traditional to online learning are addressed in the narrative, including a set of proposals that could contribute to the use of ICT and IT in achieving the goals of educational curricula in Libya. Finally, the authors suggest a number of recommendations for the effective design and successful implementation of IT strategies in Libyan HEI

Exploratory study of the attitudes of academic staff in Libyan Universities towards the role of the Internet

This study has been directed to disclose the attitudes of academic staff in Libyan universities towards Internet-based learning and training. The research for this study has been conducted using both quantitative and qualitative methods. The findings suggest that faculty members have positive attitudes towards integrating the Internet into the teaching process and an expectation that this will dramatically change the nature of higher education in Libya over the next few years. The need for inclusive strategic planning and effective implementation plans and strategies is discussed