ACCEPTANCE OF TABLET APPS FOR E-LEARNING BY SENIOR USERS: A Test of Unified Theory of Acceptance and Use of Technology Dr. Adnan Riaz Assistant Professor, Dept. of Business Administration, Allama Iqbal Open University, Islamabad, Pakistan. adnanriaz.aiou@gmail.com Afia Adnan Principal The Bridge Grammar School, Lahore. mbahrm0909@gmail.com Abstract Learning is a continuous process. The contemporary environment emphasizes also on de- learning and re-learning. This prompts the need to acquire knowledge and develop skills throughout the life cycle. Employees belonging to different sectors and hierarchical levels can now continue education through e-learning. Particularly considering the senior students (50+ years of age), they are more reluctant to accept technological resources. This study mainly examines the acceptance of Tablet PC (TPC) apps as a learning tool among senior users and what factors may accelerate TPCs use. Unified Theory of Acceptance and Use of Technology (UTAUT) was applied with slight modifications and responses of 173 senior users were collected. Results not only unfolded the repulsive behavior of senior students’ to use TPCs as learning device but also highlighted the influence of performance expectancy and facilitating conditions if policy makers wish to increase tablet apps use. Keywords: Acceptance of Tablet Applications, Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Behavior Intentions, UTAUT Model, Senior Users Introduction Education plays an important role in the economical development of a country (Ozturk , 2001). It also helps to shape the attitude and behavior of a society (Apple, 2012; Zajda 2001). Realizing these facts, developing world is now allocating substantial budget to educational sector (Worldbank, 2014). Access to education is considered as a basic right of every citizen. People living in urban areas usually have multiple ways to develop themselves according the needs and interests. But individuals belonging to rural and remote areas lack access to even basic education. Even if they have, the quality of education is not encouraging (Seetharamu and Devi, 2007).To cater educational needs of this particular segment, the concept of distance learning was emerged and well received. Due to consistent technological advancements nearly in every field, distance education has been facilitated by information and communication technology (ICT). Distance universities are now taking full advantage of e-learning to provide quality education to widely dispersed students (Riaz, Riaz and Hussain, 2011). Education through e-learning has inherent benefits of cost and time (Broadbent, 2002). E-learning even helped the universities to cross borders and easy penetration in the host market. Despite key advantages, e-learning also has some pitfalls (Broadbent, 2002). According to some experts it cannot be a true substitute of formal education. In developing world, Human development through e-learning is normally conceived for disadvantageous people. For example, females who can’t attend classes due to cultural bondages, executive associated with pressing assignments and individuals living in far areas, constitute the target market of e-learning (Riaz et al., 2011).But the realization of e-learning importance forced conventional universities to facilitate students with the advantages of both online and offline learning which is termed as blended learning. Now institutes are amalgamating digital media and other internet resources with