The proliferation of digital and mobile devices, including; smart phones and tablets has led policy makers and practitioners to include these ubiquitous technologies in the realms of education. A thorough review of the relevant literature suggests that both students as well as their course instructors are becoming increasingly acquainted with the adoption of education technologies in the higher educational context. Hence, this study explores the university students' readiness to engage with the virtual learning environment (VLE). The methodology has integrated measuring items that were drawn from the educational technology literature, including the unified theory of acceptance and use of technology, to better understand the students' perceptions towards VLE. It investigated whether they were influenced by their instructors or by fellow students to use VLE. The results suggest that most of the research participants were using this technology as they believed that it supported them in their learning outcomes. The findings also revealed that the students were not coerced by their course instructors or by other individuals to engage with VLE. Moreover, the university's facilitating conditions had a significant effect on the participants' usage of VLE. In conclusion, this contribution puts forward key implications to practitioners. It also clarifies the limitations of this study and proposes future research directions.