Table 4.
Associations between the participants’ characteristics and attitudes towards the adoption of online learning and the acceptance of online learning (N = 157).
| Variables | Exposed | Agree | Disagree | Total | Crude odds ratios | 95% CI |
|---|---|---|---|---|---|---|
|
Characteristics | ||||||
| Gender (males) | Yes | 30 | 42 | 72 | 1.13 | 0.59–2.14 |
| No | 33 | 52 | 85 | - | - | |
| Computer literacy (upper level) | Yes | 59 | 82 | 141 | 2.16 | 0.66–7.03 |
| No |
4 |
12 |
16 |
- |
- |
|
|
The domains of attitudes towards the adoption of online learning | ||||||
| Content quality | Influence | 51 | 60 | 111 | 2.41 | 1.13–5.13 |
| No influence | 12 | 34 | 46 | - | - | |
| Class interaction | Influence | 28 | 49 | 77 | 0.74 | 0.39–1.40 |
| No influence | 35 | 45 | 80 | - | - | |
| Perceived usefulness | Influence | 57 | 72 | 129 | 2.90 | 1.10–7.64 |
| No influence | 6 | 22 | 28 | - | - | |
| User-friendliness | Influence | 52 | 71 | 123 | 1.53 | 0.69–3.42 |
| No influence | 11 | 23 | 34 | - | - | |
| Platform infrastructure | Influence | 50 | 71 | 121 | 1.25 | 0.58–2.69 |
| No influence | 13 | 23 | 36 | - | - | |