Lockdowns of various forms have prompted higher education institutions (HEIs) to suddenly shift from physical face-to-face classes to e-learning environments on an unprecedented scale in recent history. This sudden shift promotes the continuity of the teaching-learning process in HEIs despite the COVID-19 pandemic, at most on the positive side, while bringing forth challenges related to individual learners and academics. This work is based on a recently reported Values-Enhanced Technology Adoption (VETA) model, which incorporates individual values in technology acceptance modeling. Despite offering crucial insights into academics in evaluating e-learning adoption, the current literature suffers from drawbacks. Motivated by addressing these limitations, this work reevaluates the nine constructs of the VETA model using the decision-making trial and evaluation laboratory (DEMATEL). Results indicate that effort expectancy, hedonic motivation, price value, habit, security, tradition, conformity, achievement, power, and hedonism constructs cause performance expectancy, behavioral intention, and social influence. The DEMATEL captures and models the causal relationships between these constructs within an analytical framework, which induces some variations of the recent empirical findings. Finally, the perception of self-achievement among academics drives the intention to adopt e-learning. The findings offered in this work are crucial to the evolving literature of COVID-19 on education, particularly in informing the design of initiatives and measures to enhance e-learning.