Nowadays, the teaching methods are changed from offline to online primarily for the advent of the internet facility. The Industrial Revolution 4.0 ("Education 4.0") stresses offering online courses at the university level. The study aims to find out the factors influencing students' intentions to admit to online distance learning courses. In addition, the study wanted to establish the utilitarian and hedonic value construct in mediating the association between attitude and intention. Based on an intensive literature survey, an extended Technology Acceptance Model was proposed including some cognitive and technology-specific factors to test empirically. This is a quantitative study with an exploratory and descriptive scope and cross-sectional design. The information was gathered by applying the convenience sampling method from 293 Malaysian students who participated in anonymous surveys. The obtained data were analyzed using structural equation modeling applying AMOS 21 version. The study reveals that hedonic value, utilitarian value, perceived ease of use, and attitude except for perceived usefulness, affect behavioral intention to accept online distance learning courses except for perceived usefulness construct. The antecedents of utilitarian value are perceived fees, attitude, perceived usefulness, and perceived ease of use, whereas the antecedents of hedonic value are perceived fees, attitude, and perceived usefulness, except for perceived ease of use. Finally, self-efficacy affects perceived ease of use, perceived usefulness, and attitude towards joining online distance learning courses. This study's conclusions will benefit all stakeholders in the education system who are considering or have already adopted e-learning.