The Journal of Middle East and North Africa Sciences 2018; 4(01) http://www.jomenas.org 15 Students and Teachers Attitudes and Satisfaction Toward E-Learning: A Case Study in Egypt Pauline Ghenghesh 1* • Leslie Croxford 2 • Khaled Nagaty 3 • Samar Abdelmageed 4 1 Staff Development, The British University, El Sherouk City, Cairo, Egypt 2 Teaching and Learning, The British University, El Sherouk City, Cairo, Egypt 3 Faculty of Informatics and Computer Science (ICS), The British University, El Sherouk City, Cairo, Egypt 4 Faculty of Business Administration, Economics and Political Science, The British University, El Sherouk City, Cairo, Egypt paulineghenghesh@yahoo.co.uk Abstract: E-learning is an important technological tool that is used by higher educational institutions worldwide to enhance the quality of teaching and learning. However, assessing the attitudes and satisfaction of students and teachers of such a system is becoming increasingly important to its success as it presents a new learning environment for them. The aim of this study, therefore, was to try to determine Egyptian student attitudes and satisfaction and Egyptian teachers’ satisfaction and perception of the usefulness of E-learning in the Faculty of Informatics and Computer Science at the British University in Egypt. Data were gathered from two sources: a student questionnaire and a teacher questionnaire. The findings of this study have shown that a) there were no significant differences between male and female students and the different degree years in their attitudes to and use of E-learning; b) the Preparatory Year appear to be less satisfied with the activities and teacher feedback on E-learning in comparison with the other degree years and c) teachers are satisfied with E-learning and regard it as a useful tool as it complements face-to-face teaching and saves them valuable time. The findings of this study will benefit academics and decision-makers involved in developing and implementing E-learning strategies in higher education institutions in the Middle East and North African regions. To cite this article [Ghenghesh, P., Croxford, L., Nagaty, K., & Abdelmageed, S. (2018). Students and Teachers Attitudes and Satisfaction Toward E-Learning: A Case Study in Egypt. The Journal of Middle East and North Africa Sciences, 4(01), 15-31]. (P-ISSN 2412- 9763) - (e-ISSN 2412-8937). www.jomenas.org. 3 Keywords: E-Learning Technology; Students’ Perspective; Teachers’ Perspective; Higher Education; Attitudes and Satisfaction. 1. Introduction: Nowadays we are witnessing a shift in the way students in private higher education institutions are being taught and the role of E-learning technology to enhance the student learning experiences (Al-Doub et al., 2008). This shift may largely be due to the arrival of Web 2.0 technology in the twenty-first century which has shifted pedagogy from its traditional approach to teaching into a more dynamic electronic web-based interactive learning environment. Today’s generation is digitally literate having grown-up in an increasingly online and socially networked world. They interact with technology via computers, laptops, tablets, and smartphones. They appear to be looking for more fun, creative, interesting and interactive ways in which to be fully engaged in the learning process. Technological tools are powerful in bringing about such change to the students as they have become a medium of teaching and learning without actually being present at university campuses (Oye et al., 2010). From the available published research findings, positive attitudes have been shown to play an important role in the acceptance of E-learning technology. According to Workman (2005), when people have positive attitudes towards a particular technology, they will more than likely use it. In a study conducted by Alabdullaziz et al. (2011) on teachers and students in the western United States, the results showed that both teachers and students had positive overall attitudes towards E-learning environments. This finding mirrors that of Bendania (2011), as the results indicated that teachers and students at a university in Saudi Arabia expressed positive attitudes toward E-learning. These findings are comparable with other studies related to student attitudes. Rhema and Miliszewska (2014) found that all the participating Engineering students at two Libyan universities had positive attitudes towards E-learning, Al- Doub et al. (2008) reported that students studying at two Kuwaiti higher educational institutions were also keen to