This study responds to the disruptive environment in which educational institutions globally find themselves in the COVID-19 lockdown, where remote-based teaching was adapted to ensure continuous learning. Globally, over 90% of learners are affected by the closure of learning institutions. The study evaluates the digital transformation necessitated by the COVID-19 lockdown through the perception of faculty. Despite the rapid technological developments and high adoption of technology-mediated tools in most developed countries, developing countries lag. E-learning adoption has remained low in most developing countries, and this study aims to investigate the acceptance of Moodle at a rural university in Zimbabwe. This quantitative study utilised the Unified Theory of Acceptance and Use of Technology (UTAUT) model to explore how the institution used the COVID-19 pandemic as a springboard to accelerate the adoption of virtual learning systems. Very few studies have been conducted to evaluate Moodle acceptance in a developing country context using the UTAUT model during a pandemic such as the COVID-19. An online questionnaire was distributed to 200 faculty members. The results revealed that performance and effort expectancy and the facilitating conditions positively influenced the behavioural intention to use Moodle. However, in contrast, social influence did not positively influence the actual usage of Moodle. Educationists and technologists can use the results of the study to improve e-learning deployment in developing countries. The study also builds on ongoing research on e-learning implementation and evaluation using the UTAUT model. Future studies should be conducted across several institutions and involve students to come up with more generalisable results.