PROF. Dr. ÜMIT TOKEŞER2024-12-112024-12-11https://dspace.academy.edu.ly/handle/123456789/820The research is concerned with investigating the status quo of the Libyan Higher Education System (LHES), particularly, Misurata University (MU) in the use of technology and also proffering recommendations for the adoption of e-learning. A number of objectives guided this research: First, it explored and analyzed the attitudes and perceptions of instructors and learners toward the adoption of e-learning. Secondly, it investigated the current practice in terms of computing instruction, where a framework (L-MU framework) for the challenges that influence the adoption and development of e-learning was developed. Thirdly, a set of recommendations to address those challenges were formulated. The findings disclosed that the instructors and learners had positive attitudes towards e-learning. Moreover, based on the results, the barriers to e-learning adoption in LHES were classified into five main categories: technological infrastructure and resource challenges, institutional and organizational challenges, pedagogical and curriculum development challenges, social culture and language challenges, and environmental challenges. The sources of information for the proposed framework are quantitative and qualitative analysis of the stakeholders‟ responses (instructors, learners, ICT experts, and officials). Direct observations were also considered; all of which methods have been utilized to triangulate data gathered. In this research studyThe research is concerned with investigating the status quo of the Libyan Higher Education System (LHES), particularly, Misurata University (MU) in the use of technology and also proffering recommendations for the adoption of e-learning. A number of objectives guided this research: First, it explored and analyzed the attitudes and perceptions of instructors and learners toward the adoption of e-learning. Secondly, it investigated the current practice in terms of computing instruction, where a framework (L-MU framework) for the challenges that influence the adoption and development of e-learning was developed. Thirdly, a set of recommendations to address those challenges were formulated. The findings disclosed that the instructors and learners had positive attitudes towards e-learning. Moreover, based on the results, the barriers to e-learning adoption in LHES were classified into five main categories: technological infrastructure and resource challenges, institutional and organizational challenges, pedagogical and curriculum development challenges, social culture and language challenges, and environmental challenges. The sources of information for the proposed framework are quantitative and qualitative analysis of the stakeholders‟ responses (instructors, learners, ICT experts, and officials). Direct observations were also considered; all of which methods have been utilized to triangulate data gathered. In this research studyInvestigating the successful development of E-Learning in Libyan Higher Education System (LHES): Case Study; Misurata University