| Summary: | The roles of educational online tools are very prevalent in the current time due to the advancement in technology, digital transformation, and the better speed of the internet. The digital platform is the most preferable and convenient platform to support advanced educational practices. Being a prominent study tool to manage the lectures, study materials, assignments and other necessary elements related to academics, the learning management system (LMS) has been implemented in most institutions, especially after the lockdown amid the COVID-19, pandemic. The purpose of this paper is to investigate the level of acceptance of the LMS in the North Indian regions of Punjab, Himachal Pradesh, and Haryana with the adoption of the Technology Acceptance Model (TAM) framework. To check the hypotheses (framed as per the TAM model), the structural equation model (SEM) has been applied which reveals that the acceptance level and the adoption of the LMS system is quite low across the chosen population. The complexity and the novelty of technology in addition to the alternative options of LMS can be the reason for the lower level of acceptance and adoption. The exact reason for the lower level of adoption can be explicitly understood from future research.
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