المجلة الدولية للعلوم والتقنية

Educational developments have emerged from tremendous technology advancements and the internet in recent years. As a result, distance learning has become one of the most significant educational breakthroughs. Although remote learning, or education in which educators and students are separated physically, is not new, current technology and high-speed internet have made web-based distance learning practical. As a direct consequence of these advancements, some educational institutions have begun to adopt web-based remote learning systems to provide flexible, time and location-independent education. Asynchronous and synchronous learning are the two significant types of distance education. Asynchronous education does not need all students to engage online simultaneously, whereas synchronous instruction is certain. Asynchronous instruction allows students to interact at their convenience. Distance learning has the advantage of flexibility, which is especially important in light of the global epidemic and educational institution lockdowns worldwide. This study compares and examines all popular, widely utilized digital teaching tools and well-known learning management systems. According to the parameters of this study, Libyan universities and higher education institutions can broadly incorporate free, open-source learning management systems. Despite its latency in reacting, Libya's government must step up to the challenge and begin investing significantly in its educational system and developing national programs to incorporate information and communication technology (ICT) into education. The findings indicated that pandemic had forced it to create innovative e-learning techniques and equip the curriculum of the courses with new smart teaching Apps. Therefore, the Libyan educational ministry should act quickly by supporting universities to digitalize and apply the latest educational technologies presented in this study more effectively and efficiently. The research was conducted to determine the feasibility of introducing e-learning into Libyan higher education. It concludes with a proposal for an interdisciplinary approach to Libyan e-learning development. As a result, both instructors and students adopt and demonstrate a high level of interest.