An investigation of the factors for adopting E-Learning in Libyan higher education for learning and teaching

E-learning in higher education has changed the conventional way of learning due to the rapid development of Information and Communication Technology (ICT) over the past decades. To successfully adopt e-learning in higher education institutions, it is vital to examine and consider the factors for implementing e-learning. Recently, the Libyan government has provided some initiatives to move towards the implementation of e-learning in higher education institutions. However, there are many obstacles and challenges that need to be addressed for the implementation of an effective e-learning system in Libya. It is the purpose of this research to investigate the feasibility of adopting e-learning in Libyan higher education. The objectives of this study is to investigate the factors affecting the implementation of e-learning in Libyan higher education. In order to study the adoption of e-learning for teaching and learning in Libyan higher education, the conceptual model, namely the Technology Accepting Model (TAM), was used in this study. The research strategy used here is that of survey research and the questionnaire is the tool used for data collection. A sample size of 400 students and 400 teachers were selected from four Libyan universities. Structural Equation Modelling (SEM) was carried out to examine the predictive behaviour of the proposed factors of the research models. The student model shows that both ‘Perceived Ease of Use’ and ‘Perceived Usefulness’ of e-learning were significantly influenced by Social Networking Media, Social Influences and Mobile Devices. In addition, the teacher model also shows that both ‘Perceived Ease of Use’ and ‘Perceived Usefulness’ of e-learning were significantly influenced by Perceived Enjoyment, Social Networking Media and Mobile Devices. Moreover, for both students and teachers, ‘Perceived Ease of Use’ and ‘Perceived Usefulness’ considerably influenced the attitude towards the utilisation of e-learning. As such, the attitude towards using e-learning has positively influenced the intention to use it. Finally, in both models, the results suggest that individuals who believe in the usefulness of Social Networking Media and Mobile Devices, will have more intention to use e-learning technology, when these platforms and gadgets are simple and easy to use