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With the rapid growth of ICT (Information and Communication Technologies), the traditional educational system has been restructured into e-learning systems. E-learning adoption and acceptance is in rudimentary stages of development in Pakistan. Therefore, it is imperative to understand and evaluate the critical factors of technology adoption and acceptance considering the moderating effect of individual differences (gender and experience) based on Technology Acceptance Model. Quantitative analysis was conducted on 356 learners from the Virtual University of Pakistan. Structural Equation Modelling was used to test research models. The results illustrate that the perception of and intention to adopt technology are highly dependent on gender and experience in using e-learning systems. Computer anxiety and social influence are significant predictors of elearning adoption in female learners whereas social influence and enjoyment is significant predictors in less experienced learners than more experienced learners.