Continuous development of new educational digital learning such as the Moodle Learning System (MLS) for students, has become an integral part of the evolution of modern educational systems. Despite considerable effort by academic institutions in motivating students to use new digital learning for blended and virtual learning, there is practical evidence of mixed feelings among students whether to accept or not to accept the use of this new technology. This study aims to provide an integrated view of user acceptance of digital learning based on validated constructs from well tested and proven theoretical models. This study used random sampling and hierarchical regression analysis through structural equation modelling in AMOS to determine the relationships among conceptualised constructs. Research results indicated that social influence has a significant influence on behavioural intention and behavioural intention has a significant influence on system usage. Gender, age and experience are vital moderators in the relationships between performance expectancy and behavioural intention, social influence and behavioural intention, facilitating conditions and system usage among business students in tertiary institutions.