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The success of rolling out online courses depends on users adopting this technology and understanding the fundamental difficulties confronting the existing online education delivery system. This research delves into the causes and effects of how well students adjust to using an online learning environment. The study also investigates whether gender categories of respondents moderates the relationship between adaption of online classes and perceived learning outcome. Using Smart PLS and SEM the results of a survey taken of 531 Indian students show that students' adaptability to online classrooms has a major impact on the knowledge they gain from these courses, with a slight moderating effect of respondents' gender on the knowledge they gain. The majority of respondents have a positive outlook on taking classes online. However, they also recognize that the digital divide is a significant barrier to their education. The findings are expected to be helpful in increasing awareness and facilitating quicker, more informed decision making by those responsible for shaping educational policy, curriculum, and technology. [ABSTRACT FROM AUTHOR]