Electronic Learning And It’s Application In Libya.
According to the UN Human Development index, which ranks social security, living
standards, health care among other development factors, Libya is a country with the highest
literacy levels among the Arab and African worlds (Abubakar and Hassan, 2013: 167). The
Libyan government has remained enthusiastic regarding the provision of education to all its
citizens – females and males. In this light, the government of Libya adopted several reforms
planned at developing and improving ICT infrastructure within the country as well as renovate
its educational process, such as updating scientific content and curriculum development
(Othman, et al. 2013: 115); integrating electronic learning in education is a crucial component in
Libya’s general development strategies. Electronic Learning And It’s Application In Libya. In Africa, Libya wants to shape its position by
sponsoring and promoting key projects and initiatives, including those being executed by other
African states, namely: Niger, Rwanda and Chad (Twati, 2014: 1). However, the drawbacks of
underdeveloped and poor electronic infrastructures and absence of qualified, tech- savvy and
qualified teachers present a significant challenge to the overall Libyan dream. Electronic Learning And It’s Application In Libya.
Othman, Pislaru and Impes (2013: 97) argue that the last two decades have witnessed the
introduction of electronic systems in developed nations and advancing economies with a view of
improving service delivery and efficiency in key sectors of their economies, including the
education sector. This develop has had critical influence on the teaching methodology,
curriculum and the learning process. The history of integrating computers in the education sector
can be traced back to 1981 where standalone data processers where installed in computer
laboratories, to today, where students and instructors are able to access learning resources
through the web (Ahmed, et al. 2013: 134). Through the web it is easier to perform certain
educational processes, including teaching and learning, students, records, professional development, resource collections, community relations and administration. Electronic learning
is an ideal tool that uses current strategies of information technology via the effective adoption of
the curriculum and ICT to realize, a new learning method that fully reflects the cardinal essence
of students to thoroughly alter the conventional teaching style and the role of education to equip
large number of individuals with specialized techniques.
In various parts of the world, e- learning is taking root and it is perceived that this new
educational phenomenon will have far-reaching impacts toward helping governments to address
the ever-skyrocketing student population and declining teaching human resources (Othman, et al.
2013: 119). Education systems across the globe are experiencing a new age of change, as
alterations occur in the core processes of education curriculum, the granting of diploma and
degrees are becoming closely linked to the contextual trends of globalization, virtualization,
customer orientation and lifelong learning (Kenan, et al. 2013: 51). In this view, conventional
education systems have no choice, but to substantially change their instructional techniques in
order to keep pace with changes influenced by the emergence of the internet. Consequently,
Ahmed, et al. (2013: 137) asserts that adapting and adopting to the 21 st technology is a necessary
aspect for everyone within the global society and more specifically in the educational realm.
The effects of ICT in the education sector have raised awareness among stakeholders
regarding the need to ameliorate learning and teaching processes. While supporting this view,
Abubakar and Hassan (2013: 169) contends that this has resulted in the development of new
instructional methods to accompany the new information technology. E-learning or online
learning is a consequence of rapid ICT improvements. At its core, online learning provides
learners with improved access to conventional teaching resources according to Libya (2013:
501). However, e-learning provides much more, it can improve teaching experiences and learning processes through offering new instructional techniques. E-learning is one of the most
crucial improvements in the education sector that is attributed to the rise of online learning.
Twati (2014: 1) explains that this instructional strategy has expanded learning opportunities by
allowing learners to undertake the learning process through their personal computers, at school,
home or from the comfort of a coffee shop.
1.2 Overview of the Education System in Libya
Libya offers free education for all members of its society, including undergraduate
university disciplines. The Libyan education system comprises of several levels; all stages have
two semesters per annum (Abubaker and Lu, 2013: 188). The first level of the Libyan education
system is the primary stage which starts at the age of 6 years and continues for 6 years. This
stage is compulsory and learners may be schooled at home, or in private or public schools. The
body charged with the monitoring of home education offers free course and text books and also
provides financial help to guardians and parents. According to Ness and Lin (2015: 332), in
2007- 2008, the number of students schooling at home were about 10, 140. The second level of
Libyan education sector is the middle school, or preparatory school. This level, like the primary
stage, is compulsory and lasts for 3 years. This level has no option for home schooling and it is
ended through a national exam. The third stage of the Libyan education system has three options
for students, which is to either attend a teacher training institute, or an intermediate vocational
center, or a higher school – specialized or generalized. The Libyan education structure has three
forms of general high schools: technology, science and arts. Specialized high schools in Libya, in
addition, offer basic sciences, industrial and engineering sciences, agricultural sciences, medical
sciences, economics, media, fine arts, and social sciences. In vocational centers and general
schools, learning last for 3 years, it lasts for 4 years, in specialized high schools and in teacher education institutions, it takes a period of 5 years (Ahmed, et al. 2013: 138). Learners who excel
in high school with good grades can advance to higher levels of education.
2.0 Aim (s), Objectives and Research Question(s)
2.1 Aim
How can Electronic learning be applied in education sector in Libya, and what are the supporting
methods of implementing it.
2.2 Research question
1. What methods of learning are currently used in education sector?
2. What weakness and strength are there in applying Electronic learning?
3. What benefits and barriers are realized with provide for Distinction learning
2.3 Objective
1- Critically review academic literature on Electronic learning and any other relevant topics.
2- Design and produce a questionnaire and interview plans for data collection.
3- Collate and analyze collected data; in addition, to discuss results and limitations.
3.0 Literature Review
3.1 Concept of Electronic Learning
The electronic learning (e- learning) is a concept that has gained significant discussion
room among writers and scholars in the recent past. The term is used is several ways; but in
general, scholars agree that e-learning is similar to online learning. The term e-learning is applied
in various ways which include terms such as Computer Based Learning (CBL), Online Resource
Based Learning (ORBL), Computer Supported Collaborative Learning, Web Based Training
(WBT), and Networked Collaborative Learning (NCL). E-learning can be interpreted as the
learning process that occurs via the use of the internet or learning using electronic gadgets, and
or learning from a distance through the help of the internet.
Ellisand and Goodyear (2013: 59) defined electronic learning as a way of delivering
educational instructions via electronic media such as intranets, satellite broadcasts, interactive
TV, CD-ROM, video or audio tape, internet and extranet. According to Kaware and Sain (2015:
25), electronic learning refers to the application of internet- related technologies in order to
deliver a wider range of instructional modes that improve the performance and knowledge of a
learner. While another wide definition by Asino (2015: 20) views e-learning as the development
of skills and knowledge via the application of ICT, especially to support learner interactions with
the content, learning tools and activities as well as interactions with people. In the context of this
definition, electronic learning entails a wide scope of instructional interactions that consist of
people, tools, activities and content. In addition, Czerkawski and Lyman (2015: 57) added that
electronic learning encompasses enhancing learning and teaching using instructional modes
improved by technology – computer technology. Conclusively, all the definitions, cited above,
point the fact that electronic learning entails the application and use of information and
communication technologies in the delivery and provision of learning that invariably enhances the learning process. Such information and communication technologies include CD- Rom, text,
audio, virtual environment, internet or intranet, as well as video, among others.
3.2 e-learning in the Libyan Context
The Libyan civil war in 2011 injured the country’s telecommunication sector as well as
crippled its economy. Kenan et al. (2013: 54) estimate that telecommunication infrastructure
worth more than US $ 1 billion has been ruined – including about 20 per cent of the cell sites in
the North African state. However, reconstruction energies are on course and with an
approximated GDP growth rate of 76 percent, Libya’s economic is anticipated to bounce to pre-
civil war levels. Within the Arab world, Libya has a higher literacy rating. The predominantly,
Arab nation, is at the apex of the list, in terms of education, geographically and strategically, of
African countries (Bakeer and Wynn, 2014). As such, the integration of electronic learning
within the Libyan education sector is a crucial component in the country’s general development
strategies.
Abubakar and Hassan (2013: 70) explore the technological, attitudinal and pedagogical
challenges lined to this issue. The integration of online education in the educational structure of a
particular country must be cognizant of cultural and social issues as well as the technical
facilities of that country; as a result, these aspects play a crucial role towards the success of the e-
learning in the country’s education system. The importance of these components varies from
depending on societies, in relation to values, traditions and customs of that society. The
department of education in Libya emphasizes that online education will create new modes of
training and learning, and has the possibility of improving the management of education and
enhance the level of education in the north African oil giant. The worldwide diffusion of internet
related technologies has enabled individuals to apply such technologies in almost every sphere of their life, be it at home, in the area of entertainment, at work or in schools (Twati, 2014: 1). This
has contributed to the rising numbers of trainers and learners in the Libyan education system,
higher education in particular, delivering distance learning courses.
Further, the adopting of ICT begs for additional individuals well vast with ICT and
capable of developing and applying ICT systems. Domestic technicians are necessary in order to
maintain tools and equipment such e-fields as e-teaching, e-healthcare, e-government, e-learning
and e-business as well as ensuring that they work appropriately (Saeed and Bampton, 2013: 19).
The development of such e-systems has been gaining prominence since the computer was first
developed and used as a tool for delivering content. The availability of such technologies has
widely contributed to the integration of computers in the education system. The development and
adoption of ICT as educational tools provides the Libyan Department of Education with the
chance to apply a wide array of applications. The benefits of integrating ICT in the education
sector are countless. It allows students to access digital references and sources which are not
accessible in hard copy or locally; it also provides tutors and learners with the ability to interact
remotely without the limits of classroom, proving access to interactive learning and further ease
the process of obtaining educational tools for designs and interventions (Forti, et al. 2014: 319).
The greatest advantage, however, of ICT are online education or learning, in which learners are
able to access material from the comfort of their location and have no reason to miss a course,
unless their location lacks internet connectivity. Online education provides the opportunity for
learners who are unable to attend class to follow the tutorial irrespective of their time or location.
According to Rhema (2013: 5) learners can obtain announcements, take notes, take part in
discussions, access assignments, study and chat with other students as well as create their
personal schedules.
3.3 Benefits of Adopting Online Education and Online Learning
Libya is one the Muslim countries that has developed library and information science
schools. The development of online education curriculum by Libya will assist enhance the
accessibility of learning resources to potential learners irrespective of time or location.
Venkatesh, Croteau and Rabah (2014: 112) pointed out that online learning provides
unprecedented advantages to learners because of its flexibility, cost effectiveness, accessibility,
and convenience. Other academicians have underscored the significance of online education.
For example, de Jong et al. (2014: 90) argued that online learning approach allows easy,
relatively cheap and quick dissemination of ideas and information with other individuals across
the globe. Abubaker and Lu (2013: 188) contended that online learning have the capability of
offering quality education. The rapid rise in the demand for education makes it necessary for the
adoption and subsequent creation of a robust online education curriculum that caters for the
needs of students in Libya. Furthermore, online education also allows students to attend part time
classes. Bearing this situation in mind, Miskon (2013: 27) state that online education can be seen
as an option to conventional instructional modes for learners who wish to pursue a part-time
educational program, at higher levels, but who are hampered due to time factor and job
responsibilities. Foray and Raffo (2014: 1708) offered a wide array of online learning benefits
that entails: first, facilitating learning centered on students, whereby students are involved
actively in the learning process, by promotion such activities as, web based research and online
self- evaluation among others. As a result, this reduces the need for taking detailed notes.
Second, online learning simplifies the learning situation by allowing learners to access
instructional materials at their own convenience as contradicted to the traditional learning
process which demand learners to gather for regularly planned instructions. Third, it also allows the student to interact with the course material, where students access to course content via the
web that is often created by the tutors (Asino, 2015: 23; Foray and Raffo, 2014: 1714). Fourth,
online education promotes and facilities collaboration and communication in that, it allows
learners to participate in online discussions for mutual collaboration and proper communication
(Kaware and Sain, 2015: 29). This platform offers a salient environment for examining critical
issues. Five, online education makes the administration of the course easier and minimizes the
expenses associated with the delivery of instruction. In this context, the practice of online
education saves the much-needed time of the learner and the instructor, unlike, in a conventional
instructional mode. In addition, it has the capability of lowering the overall expense of delivery
and at the same time enhances potential of students to learn. The merits of e- education can be
summarized as: cost effective, convenience, flexibility, accessibility and offer a chance for part-
time learning.
3.4 Strategies for Implementing Online Learning and Online Education in Libya
The process of developing a implementing can be exciting and problematic. This is due
to the fact that proper of ICT infrastructure is time consuming and demands wide consultation
from various stakeholders. Equally, ICT infrastructure in a particular country should be a
reflection of domestic and international trends in the intended discipline. The policy of Libya in
respect to ICT aims at providing access to information and communication technology tools and
constructs a firm infrastructure as cited by Czerkawski and Lyman (2015: 61). In addition, the
policy encourages development and research in order to ensure the supply of proper learning
tools, media, methods and materials and to build a firm society with the ability to compete in the
international platform. The cardinal objectives of integrating ICT in Libyan learning institutions
is to develop human resources who will, in turn, drive the realization of a general national ICT strategy. The government of Libya works hand in hand with UNESCO and UNDP to ensure
timely and proper implementation of online education. The support from UNESCO and UNDP
has opened floodgates for investment in Libya (Bakeer and Wynn, 2014: 169). Nonetheless,
Libya has been experiencing several challenges and constraints and this has negatively impacted
on the implementation of ICT infrastructure in the country. Other than embargo that ended in
2006, Libya faces an acute shortage of teachers qualified and trained in the realm of ICT, who
are required in order to bring online learning into the classroom environment and educate the
upcoming generation (Venkatesh, Croteau and Rabah, 2014: 119).
The desire to improve and develop further the Libyan education system is what drives the
country towards the deployment of online education (de Jong, et al. 2014: 109). As a result, is
currently working hard to integrate ICT infrastructure in its education system. Nonetheless,
significant progresses have been realized in the field of education with regard to online
education. In 2008, for example, the country introduced an e-system for presenting specialized
secondary evaluation (Othman, Pislaru and Impes, 2013: 113). This project registered
tremendous success and the Libyan department of education expanded this to other areas of
education. Further, the Libyan department of education through a partnership with Riverdeep, an
Ireland technology firm developed successful online education pilot project that covered several
Tripoli based primary schools, where the schools were equipped with powerful IT infrastructure
and network that support learning applications (Rhema, Miliszewska and Sztendur, 2013: 163).
3.5 Online Education Challenges
The Libyan education sector still grapples with several challenges in terms of ICT
integration and electronic learning in instructional modes. These problems are linked to:
linguistic and cultural background of instructors and students and their attitudes towards and awareness of online education; the frequent prohibitive expense of educational technologies and
poorly developed technical infrastructure; the absence of local expatriates to develop and
implement online education curriculum and the absence of educational management scheme that
supports electronic learning initiatives (Ahmed, et al.2013: 137). This section will look at some
of the identified challenges. Electronic Learning And It’s Application In Libya. The first challenge that that this section puts under the microscope is
technological challenges. Technology is the primary requirement for developing any electronic
learning program and it refers to demands such as hardware, computers, audio cassettes, internet
access, video, radio, networks, networks and software. On the technological front, Libya faces
several challenges (Kenan, et al 2013: 55). Libya, has underscored earlier, still lags behind when
it comes to the prerequisite technology infrastructure; however, it is important to note that ICT
infrastructure development is currently underway in the country. Language is another problem
that faces the Libyan integration of ICT in its educational system. According to Abubakar and
Hassan (2013: 170) the use of software in educational arena is limited by the few products that
are available in the market that have been written in Arabic and the country does not have the
capacity to builds its own products. Electronic Learning And It’s Application In Libya. Further, technical manpower is almost absent in Libya and
this leads to delays in operation, maintenance and installation of software and equipment and this
discourages users.
3.6 Prospects for Libya’s Electronic Learning
While the integration of online education in Libya faces various hurdles, as identified
above, the recent developments in the government of Libya direction towards information
communication technology have opened a chance to incorporate electronic learning for all
students at all levels. The approval and support by the government is likely to play as an
accelerator for change; the Libyan government commissioned a US$ 6- million electronic learning project under Riverdeep in 2009 (Rhema, Miliszewska and Sztendur, 2013: 165). In
addition, Othman et al. Electronic Learning And It’s Application In Libya. (2013: 121) note that the Organization for the Development of
Administrative Centers (ODAC) allocated US$ 35 billion with an aim of enhancing the Libyan
infrastructure, improve the quality life for Libyan households and diversify the economy. These
developments will have an ultimate effect on electronic learning strategies in the country. The
integration as well as the development of online education in Libya is likely to assist by –
educational technology collaboration with and transfer from, advanced economies; improving
awareness of online learning and student expectations; successful rolling out of electronic
learning strategies by other developing economies in Africa; the training of online education
experts in the Libyan education system and, a continuous research to advise on the integration
process (Libya, 2013: 14). Electronic Learning And It’s Application In Libya. New research will pave room for understanding the current
integration of e- learning initiatives in the Libyan context. Such research can provide suitable
recommendations that may help education stakeholders and instructors to develop successful e-
learning strategies and carry out research linked to online education.
3.7 Conclusion
In brief, to enhance the learning and teaching processes, meet the dynamic needs in the
education sector and meet the demands of the community and learners, the Libyan education
sector has no option other than adapt and adopt electronic learning. The introduction of
electronic systems in Libya is aimed at improving service delivery and efficiency in key sectors
of the country’s economy, including the education sector. This integration will likely influence
several components within the education realm including the teaching methodology, curriculum
and the learning process. The integration as well as the development of electronic learning in
Libya is likely to assist by – educational technology collaboration with and transfer from, advanced economies; improving awareness of online learning and student expectations;
successful rolling out of electronic learning strategies by other developing economies in Africa; Electronic Learning And It’s Application In Libya.
the training of online education experts in the Libyan education system and, a continuous
research to advise on the integration process.
4.0 Methodology
4.1 Research Methods (Positivism, Phenomenology, Realism) Primary and Secondary
Research
4.1.1 Positivism
Positivism is a research methodology that adheres to the assertion that trustworthy
knowledge is acquired only via observation (Green, 2015: 67). In a positivism research the
responsibility of the investigator is limited to gathering and interpretation of data through
objective mode and the findings of the research are often quantifiable and observable. Electronic Learning And It’s Application In Libya. The tenets
of positivism rely deeply on observations that can be quantified in order to come up with
statistical analysis (Ormston, et al 2013: 1). In addition, in a positivism research, the investigator
is independent from the research. In general, positivist research frequently adopts deductive
methods. In addition, positivism links to the argument that the aim of the study is to gather facts
about a phenomenon (Green, 2015: 69).
4.1.2 Phenomenology
Phenomenology means how individuals ascribe meanings to phenomena. According to
Tuohy et al. (2013: 17) pphenomenological studies focus on what individuals experience in
relation to some event and how they assign meanings to these experiences. A phenomenological
inquiry attempts to understand the perceptions, understandings and perspectives of people regarding a particular phenomenon (or situation) (Gray, 2013: 2). In a phenomenological study,
the researcher has an opportunity to look at various perspectives of the same event and draw
generalizations about the phenomenon. The principle of phenomenology study is the direct
examination and description of events as consciously experienced, minus theories regarding their
objective reality or causal explanations (Ormston, et al 2013: 1). This form of research aims at
understanding how individuals construct meanings. Electronic Learning And It’s Application In Libya.
4.1.3 Realism
Realism is a research philosophy that uses scientific techniques to ascertain knowledge.
The primary assumption of realism is based on empiricism of the phenomena (Green, 2015: 65).
This type of research philosophy is independent from people’s beliefs. It is classified into two
critical realism and direct realism. From the viewpoint of critical realism change is constant. On
the other hand, direct realism holds that there is no change and as such the world is static
(Ormston, et al 2013: 1). Realism is based on the principle that reality exists and that social
phenomena or objects, independent of or external to people influence the way individuals view
their world. Electronic Learning And It’s Application In Libya.
4.1.4 Primary Research
Primary research is the investigation in which a research goes to the field to collect raw
data. This type of research encompasses interviews, ethnographic research, observation, and
surveys (Ohgaki, Burger and Kleihues, 2014: 2013). Carrying out a primary research is crucial in
order to acquire data that can be used to supplement secondary sources of data, including
magazines, books, or journals. Primary research allows the investigator to interact with the
phenomenon under investigation in its naturalistic environment (Ahmed, et al 2014: 152). Electronic Learning And It’s Application In Libya. As a
result, the research is likely to draw independent and objective deductions regarding the phenomenon under study. In addition, primary research gives the research room to alter research
questions according to observations being made; consequently, it is suitable for qualitative
research approach.
4.1.5 Secondary Research
Also referred to as desk research, secondary research entails the collation, synthesis
and/or summary of existing data. This means gathering data from third party entities, including
company websites, journals, books, periodicals, newspapers, marketing research reports, or
magazines among others (Ohgaki, Burger and Kleihues, 2014: 2013). This form of research does
not require the investigator to have actual contact with the subject of investigation. Secondary
research as a research approach has several advantages including: saving cost and time; offer
easy access to historical information; can be used to validate or disapprove a theory or argument;
it can be used to provide general background data and it can be used to put the investigation into
context (Ahmed, et al 2014: 152- 156).
4.2 Research Onion
Research onion comprises of the steps followed by a researcher while conducting a study. Electronic Learning And It’s Application In Libya.
It consists of several layers including the research philosophy, approaches, research strategy,
choices, techniques, methods of gathering data and time horizon (Tuohy et al. 2013: 19).
A research philosophy refers to an idea or belief about the gathering, interpretation and
synthesis of the collected information. The most critical research philosophies are realism,
positivism, interpretative, subjectivism, objectivism, radical humanist, structuralism, humanist,
pragmatism and functionalist (Tuohy et al. (2013: 17). The second layer of a research onion is
the approaches. Research approaches are classified into two: deductive and inductive approach.
In deductive approach, conclusions are drawn from general to specific. In this approach the theory and hypothesis is test before the interpretation and analysis of data is done. Inductive
approach, on the other hand, involves empirical observation. In this approach particular
observations are made regarding a phenomenon, which are, in turn used, to form a theory or
draw generalizations (Gray, 2013: 5).
A research strategy is the next critical component in the research onion. Researchers use
various strategies for a particular study. These strategies include survey, experiment, action
research, grounded theory, archival research, ethnography, and case study. Experimental strategy
is used primarily in physical sciences (Ormston, et al 2013: 1). This type of research investigates
the cause effect links between phenomena and also verifies conclusions. The key features of this
strategy are replication of experiment, quantitative measurement of outcomes and isolation of
variables. Survey strategy examines large and small respondents by identifying and examining
samples selected from a population in order to discover the relative distribution, interrelations,
incidence of psychological and sociological factors. Case study, on the other hand, is a
comprehensive examination of a social phenomenon. The subject of investigation, in this
strategy, is a group, social institution or a person (Ahmed, et al 2014: 153). Electronic Learning And It’s Application In Libya. This strategy allow
for the examination of a subject in details. Grounded theory is a technique used in qualitative
research. This method directs goes to data gathering before drawing hypothesis.Electronic Learning And It’s Application In Libya. The data
gathered is placed in multiple codes in order to identify common variables. Subsequently, these
codes are grouped to form a theory. Ethnography is another qualitative research approach. In this
study, a research stays with the respondents in order to gather firsthand data from a particular
group or culture (Ohgaki, Burger and Kleihues, 2014: 2015). The final component of a research
strategy that this section examines is archival research. This is a strategy in which the researcher
gathers all the data used in a study from archives. Electronic Learning And It’s Application In Libya.
Choices is the next layer of a research onion. Research choices are grouped into multi
method, mixed method and mono method (Ohgaki, Burger and Kleihues, 2014: 2016). Time
horizon is another layer of a research onion. A research uses time limits to complete a particular
activity or task. Time horizons are classified into two: cross sectional and longitudinal. Data
gathering and data interpretation are the next crucial elements of a research onion. These
processes allow for the systematic gathering of information and its subsequent analysis with an
aim of providing answers to research questions. Electronic Learning And It’s Application In Libya. Data is collected through primary or secondary
methods (Ohgaki, Burger and Kleihues, 2014: 2014). In brief, a research onion assists the
researcher to comprehend the various variables and process of research.
4.3 Research Methodology
This study will employ both quantitative and qualitative research approaches. The
researcher will employ quantitative research methodology in order to gather numerical data
about the Libyan e-learning and online education status. In addition, the investigator will use
qualitative techniques in order to collect the perception of students, instructors and other
stakeholders regarding the adoption and integration of e-learning in Libya. The data collection in
this study will be done mainly through the use of questionnaires and interviews. The
questionnaires will carry a five point likert scale that will be used to gather numerical values
about the extent of ICT integration in the Libyan situation. A structured questionnaire developed
in an interactive style with a likert scale structure will be administered in person to the
respondents. Likert questionnaires are easy to use since they allow the researcher to gather
information that would rather be difficult to access through other data collection techniques. Electronic Learning And It’s Application In Libya.
Further, the participants will rate each category on a scale of one to five. The investigator settled
on a likert scale type of questionnaires because they use psychometric techniques to establish
22
opinions, belief, and attitudes. The interview schedules will be administered through the
collective administration to get a captive audience. In addition, to improve the reliability of data
collected, the investigator will structured the questions in a logical and coherent manner.
In addition, the research will use interviews to collect in- depth views and perceptions from the
selected respondents. Further, this research will employ probability sampling techniques in order
to identify and select the target population. Stratified sampling will be invoked in this case. Electronic Learning And It’s Application In Libya.
Adequate safeguards against bias and unreliability will be ensured while designing data
collection procedures. With the consent of relevant authorities, the researcher will conduct a pilot
study to know the interest of the population and the attitude towards participation in the study.
Data collection techniques such as questionnaires and interviews will be examined and any form
of ambiguity eliminated. To obtain data free of errors, the researcher will closely supervise the
collection and recording of data. Pre testing of instrument will be carried out for the objectives
comprehensiveness and completeness. The research will use SPSS to analyze data in this study.
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