This paper investigates undergraduate students' perceptions and acceptance of e-learning systems at Jordanian universities. The framework of this study is guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and DeLone and McLean Information System Success Model. The online questionnaire is used to collect data from 411 undergraduate students at Jordanian public and private universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) is used to analyze the data. The findings suggest that (1) performance expectancy, facilitating conditions, and information quality have a significant, positive effect on the actual usage of e-learning systems, whereas system quality did not; (2) the usage of e-learning systems positively influences educational performance and students' satisfaction; (3) the impact of COVID-19 moderates the relationship between the use of e-learning systems and educational performance; and (4) face-to-face is the most favorable educational-learning approach, followed by blended and e-learning.