The objective of this research is to identify the variables that influence the use of e-learning by students in an undergraduate distance course of a Higher Education Institution (HEI). It was identified that Davis’ (1989) Technology Acceptance Model (TAM) with the introduction of interactivity and technical support as external variables would be the most appropriate to assess the intention of the student to follow using e-learning. A questionnaire was sent over the internet and resulted in a sample of 260 students. The data were analyzed by Structural Equation Modeling (SEM) and the results confirmed the validity of all the hypotheses confirming the importance of interactivity and technical support for the students to continue to use e-learning.