A Conceptual Framework to Investigate Libyan Students’ Readiness to Learn Computer Science Subjects Using Massive Open Online Course (MOOC)

Abstract

The The dawn of Massive Open Online Courses (MOOCs) has revolutionized the educational landscape, offering unprecedented access to quality education. This paper explores the readiness of Libyan students to engage in computer science subjects via MOOCs, a modality that promises to overcome traditional educational barriers. The study aims to assess the advantages and challenges associated with MOOC adoption among Libyan students and proposes a conceptual framework to facilitate this investigation. Key variables such as internet discussion, technology access, technology skills, and motivation are examined to determine their impact on students' readiness for MOOC-based learning. The findings highlight the potential of MOOCs to enhance learning outcomes and provide cost-effective educational opportunities for students in Libya. This study contributes to the understanding of MOOC implementation in developing countries and offers insights into improving the integration of online learning platforms in the educational systems of such regions.