Despite the disruptive effects of COVID-19 on higher education institutions, the pandemic has enforced the intensive and sustained integration of new digital technologies and platforms into Education, a case that has instigated new contexts for online learning research. A considerable proportion of empirical literature advocates that perceived fear associated with the pandemic is positively related to protection motivation and, hence, online learning acceptance. The current study aims to extend one of the prominent technology acceptance theories, namely, the Unified Theory of Acceptance and Use of Technology (UTAUT), and diffusion of innovation of theory (DIT) to investigate the acceptance and adoption of learning management systems (LMS) among students and faculty. A cross-sectional survey study has been conducted in a higher education institution in Oman, involving a sample of undergraduate students and faculty. The findings have indicated that perceived corona fear has significantly influenced perceived effort expectancy and performance expectancy, whereas facilitating conditions and technological innovativeness, contrary to the forecasts, have not significantly affected intention. Based on its findings, the current study suggests several practical implications for promoting the pedagogical efficacy of online learning elements within comprehensive blended learning models in higher education institutions in the post-pandemic era.