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Faculty and students' perceptions of the barriers to effective online learning are referred to as perceived challenges. This involves the ability to consider multiple views on situations, as well as the ability to identify impediments that make one hesitant to take chances. The type of online learning technology utilized, infrastructure availability (internet and computers), and the employment of multiple learner management systems (LMSs) at higher education institutions are all likely to influence perceived difficulties. Assessment of Perceived usefulness, benefits, acceptance, and challenges is essential to plan for the strategies to strengthen the online learning status and minimize the obstacles. Also, the effectiveness of online learning in education is heavily dependent on instructors' attitudes toward technology (Avidov-Ungar & Eshet-Alkakay 2011; Salmon 2011; Teo 2011; Teo & Ursavas 2012). According to Liaw, Huang, and Chen (2007), "no matter how modern or powerful the technology is, its effective implementation is dependent on users' favorable attitude toward it." (Page 1069) Early research on teachers' attitudes toward technology development, adoption, and implementation defines attitudes toward technology as an effective (i.e., an experience of feeling or emotion) or evaluative assessment regarding the technology in issue (Davis, Bagozzi, & Warshaw, 1989). Thus, is the extent to which a person observes technology with the desire to use it (Barki & Hartwick, 1994). People are more likely to have a good attitude toward technology if they feel it is both essential and personally relevant (Rogers 2003; Teo 2011).