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The presence of e-learning technology has become more and more apparent in the entire teaching and learning process over HEIs worldwide. However, although the implementation of e-learning initiatives has increasingly grown and accepted in advanced societies, it is still in its formative years in many developing countries such as Libya(Elkaseh, Wong, & Fung, 2015; T. Kenan & Pislaru, 2012; Tamtam, Gallagher, Olabi, & Naher, 2011). This was supported by Rhema and Miliszewska who reported that Libyan Higher Education Institutes (LHEIs) are still struggling with conventional face-to-face of teaching and learning method (Othman, Pislaru, Kenan, & Impes, 2013; Rhema & Miliszewska, 2010). With reference to HEIs in developing nations, they have lagged behind those in the industrialized globe, chiefly due to several socio-economic challenges and obstacles(Bahiti & Farizi, 2018; Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2012; Idris & Osman, 2017; Thuraya Kenan, Pislaru, & Elzawi, 2014; Rhema & Miliszewska, 2010; Tarus, Gichoya, & Muumbo, 2015). The amalgamation of e-learning technology in HEIs is often a complicated process and is influenced by various aspects and drivers. Those challenges are linked to the crucial issue regarding the acceptance and effectiveness of delivering instructional materials and teaching activities as well as end-user satisfaction(Pilli, Fanaeian & Al-Momani, 2014). In this context, (Xhaferi, Farizi & Bahiti, 2018b) stated that successful incorporation of ICT in education environment heavily relies on the teaching staff’ attitudes. Thus, they have been recognized as a vital determinant for the effective ICT deployment in education experience(Sife, Lwoga & Sanga, 2007). Additionally, as stated by AlAdwan stakeholders’ engagement and the end-user acceptance to e-learning Abstract

australian journal of basic and applied sciences

Investigating Instructors’ Attitude towards the Adoption of ELearning Technology in Libyan Higher Education Institutes: Case Study; Misurata University