As dance education has moved online, it is imperative to assess the learners' acceptance of e-learning. This research analyses the factors that may determine the utilization of digitalized dance education. The study is based on a sample of 215 online dance learners from 08 urban cities of India, using the UTAUT model framework. The authors have also introduced a new variable, online technology self-efficacy, in the model. The results of the statistical analysis revealed that the exogenous variables (performance expectancy, effort expectancy, social influence, facilitating conditions and technology self-efficacy) have a significant influence on e-learning adoption. The study did not detect any difference in the intent to learn remotely that may stem from socio-demographic characteristics (gender, age and dance experience). The ensuing discussion and suggestions will help dance educators appreciate digital education adoption behaviour and foster successful migration to e-learning platforms that may support the future of performing arts businesses.