The use of new learning theories such as connectivism in a computer-supported collaborative learning (CSCL) environment in the Omani context has not been thoroughly explored. Therefore, this study aims to investigate perceptions of the effectiveness of connectivism-based CSCL in the Omani higher education context, specifically, taking Sultan Qaboos University (SQU) as an example of Omani's higher education. This research seeks to answer three questions. The first question explores students' and instructors' perceptions of the effectiveness of connectivism-based CSCL, while the second and third questions investigate the relationships between several research variables and the participants' perceptions. Two questionnaires were developed to answer these research questions. To verify the validity of the questionnaires, they were presented to six reviewers who specialize in the field of instructional and learning technologies. A Cronbach's alpha (α) was calculated for the items in the questionnaire to ensure their internal reliability. The sample consisted of 262 students and 60 instructors of both genders and from all colleges at SQU. The results indicated positive perceptions of the effectiveness of using connectivismbased CSCL at SQU from the perspectives of both students and instructors. No significant statistical differences in the students' and instructors' perceptions attributed to gender and experience variables were revealed; however, there were significant differences attributed to the college variable. In light of these findings, several recommendations are made for policymakers, curriculum developers, instructional designers, and educators at SQU to widely adopt connectivism-based CSCL principles in learning environments. In addition, several suggestions for future research relevant to this topic have been offered.