Studies looking at e-learning adoption from a multi-dimensional perspective have remained below expectation especially in developing countries. This study explores the technological, organizational and environmental (TOE) determinants of e-learning adoption in universities in developing countries, with the 'nature of the course' added to the constructs to underpin the study. Using survey research, e-learning stakeholders in the University of Ghana responded to the questionnaire. The data was analyzed using factor analysis, correlation and multiple regression. The findings established IT infrastructure, Perceived ease of use, Organizational compatibility, Expected benefits, Educational partners, Competitive advantage, Content of the e-learning course and e-learning curriculum as jointly responsible for determining e-learning adoption. Originality of the study lies in the multi-faceted (student, lecturers/tutors and e-learning administrators) and the multi-dimensional approach to the study of e-learning adoption in a developing country. The paper concludes with a discussion of future research directions.
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