E-learning platforms such as Learning Management Systems (LMS) are tools that are designed to enhance teaching and learning experiences and overcome a range of educational problems. Despite its availability to academics and students in most universities around the world, evidence show that these systems have not been effectively adopted to realise their full potential, especially in the Middle Eastern educational context. To this effect, in this study a conceptual model is designed that captures micro and macro level views of e-learning platforms appropriation encompassing: individual, technological, organizational educational policies and cultural aspects within the Middle Eastern context (Saudi Arabia) in comparison with that of a Western context (Australia). The model provides a framework that allows: (1) academics and educational institutions to assess the value realisation of such platforms for positive learning experiences; and (2) obtain deeper knowledge about key components of user behaviour in different cultural settings.