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Abstract

IntroductionThe higher education outcome in Libya is having serious issues (Elkaseh, Wong, & Fung, 2016). In this regard, according to the higher education ministry of Libya; the graduation rate from the Libyan university have declined sharply over the period 2011-2016, which can be sourced from the internal conflicts and lead to lower the attendance of the higher education students. This issue has formed a real challenge for the higher education system to figure out an alternative or complementary solution for this obstacle. Online courses are considered as one of the good choices for the students to fill their weakness. Elkaseh, et al. (2016) have highlighted a new learning preference by the higher education students toward employing the technology in learning. Smith (2013) finds that students achieve high performance for information technology subject, when they spent more time learning the information technology subjects outside the classrooms. The outside classes formed an interactive environment for students rather than inside classrooms. Massive Open Online Course (MOOC) is considered as an additional step into the new era of knowledge, which works to break the constraints of limited scope of course knowledge. University students are obliged to follow their teachers and books contain; it forms a limitation of knowledge that unable to cross it. Educational institutes need to improve their strength to keep positive images with their various constituents, and the way to do this is to take full advantage of the opportunities the website provides (Caglar & Mentes, 2012). The importance of MOOC has received more attention during the last eight years, which is the age of MOOC concept. Researchers have shown that MOOC can contribute to student learning and improve their academic results in all areas (Chauhan, 2015; Follis, 2015;Zou, 2016). Assessing the quality of education becomes one of the main pillars of ranking nations development, several global institutions have adopted different methodologies for evaluating the higher education system around the world. In this context, the Libyan higher education is out of the ranking of many assessment organizations such as the Organization for Economic Co-operation and Development (OECD, 2016). The higher education system in Libya suffers from many challenges, the lack of meeting the international standard of higher education is considered as one of the main challenges, which faces by the Libyan education system due to the unsteady situation within the country (Alzain,