Recently, specifically with the advancement in Web 2.0 and its interactive tools such as blogs, wikis, discussion boards, RSS, etc., many universities implement e-learning and its enormous services as they enable learners to be active and take the responsibility of their learning. It is obvious that the number of e-learning opportunities provided by higher educational institutes is growing in Saudi Arabia. When an e-learning system with new technologies and services is presented, it needs to be adopted by its users, both staff and students. The acceptance and successful pedagogical use of an e-learning system can be affected by various different factors among which are users' attitudes. The purpose of this study was to examine the factors that affect staff members' attitude towards use of the Blackboard 0.9 Learning Management System, a commercial e-learning system at Dhran Al-Janoub College of Education and College of Science and Arts, King Khaled University (KKU), Saudi Arabia. In this study, Technology Acceptance Model (TAM) was used as an underlying theory in the light of which staff members' attitude towards the use of the Blackboard 0.9 e-learning management system was interpreted. The data was collected from a total of 61 staff members teaching different specializations at Dhahran Al-Janoub College of Education, and College of Science and Arts. The data was analyzed using SEM analysis and SPSS. Results of study showed that perceived usefulness and perceived ease of use were direct antecedents of KKU staff's attitude towards the use of the Blackboard 0.9 where perceived usefulness was the strongest predictor of attitude. On the other hand, subjective norms and facilitative conditions were indirect antecedents of KKU staff's attitude. Their effect was mediated by the effect of perceived usefulness and perceived ease of use respectively. KKU staff's attitude towards the use of e-learning affected their behavioral intention to use it. Besides, KKU staff's behavioral intention was directly and indirectly affected by each of perceived usefulness, perceived ease of use, subjective norms and facilitative conditions. The modified TAM explained 77% of KKU staff's attitude towards using e-learning and 58% of their behavioral intention. Recommendations concerning the development of staff's attitudes towards e-learning use were presented.

Key words: E-learning – Theory of Reasoned Action - Technology Acceptance Model – attitude towards e-learning use – behavioral intention - perceived