Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

The rapid growth of e-learning around the globe is inspiring various academic institutions to adopt it. Uptake is motivated by convincing benefits such as flexibility, accessibility and the management of course delivery. In fact, academic institutions place great emphasis on e-learning and are investing significantly in information technology infrastructures. However, in spite of this effort and investment, it seems that instructors and students do not always fully benefit from the learning technology and more often learning management systems (LMSs) remain underutilized. Thus, this study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) to study how people accept and use the Blackboard system. The data were analysed using Structural Equation Modelling (SEM) techniques to test the hypothesized research model. The empirical results found that technical support is fundamental in determining the acceptance and use of e-learning systems. The findings of the study may help to provide insights into a better approach to promote e-learning acceptance.