With technological advances and the resultant increase in “tech savvyness” of generation Y students, universities around the world have been readily embracing online technologies to make their courses more convenient for today’s students. Building on the TAM model, media richness theory and educational literature, this study will provide empirical evidence for the effects of perceived usefulness, perceived ease of use, subjective norms, self efficacy, organisational support, teaching styles and stress on the lecturers’ choice to adopt usage of online media for lecturing. This paper reports the first phase of the study using data collected by interviewing academic staff.