PurposeIn the last few decades, the growth in management institutions in India has become significant. The Open and Distance Learning (ODL) institutions also have started offering management programmes at various levels. In the ODL scenario, the learning path has been shifting from the traditional Self-Learning Material (SLM) -based model to technology-mediated platform. The digital divide in India is also a widely discussed area. In this context, a need has been felt to understand the implications for educators, more specifically, for the programmes offered through technology-enabled ODL mode.Design/methodology/approachThis study uses triangulation method covering literature review, personal interview and survey. Primary data have been collected through structured questionnaire in the Google Form administered on the learners of UG and PG progammes of management in Krishna Kanta Handiqui State Open University (KKHSOU), India. The sample size is 101, and the sampling frame is within Assam, a province of India. Select interviews (15 nos.) were also conducted with a cross section of learners to capture the emerging shift in the learning path and the limiting factors of digital divide.FindingsLearners possess multiple digital devices for e-learning (41.8% uses laptop and 88.8% uses android phone). Interaction in WhatsApp and Telegram groups are mostly related with evaluation and course administration, rather than content and academic discussion. eSLMs are widely used. Though promoted, video lectures are not widely used. Some of the problems faced by the learners are low bandwidth, high cost of data subscription etc. Learners are not constrained by digital device, and they are engaged in positive communication with stake holders in digital platform.Originality/valueThis study will help in understanding the technology-enabled learning for management education in ODL mode in India. As a wide majority of the learners (88%) are dependent on small screen; print SLM and eSLM on a larger screen can provide augmented learning in case of complex topics like analysis of financial statements, project scheduling etc. Though the COVID-19 pandemic forced a shift in learning path, the transition is not full. The digitally constrained learners still look for solutions to complex learning problems mainly through print SLM and counselling. The talent of the students cannot be facilitated in WhatsApp and Telegram e-mentoring groups, like the way it could be done in learning management system (LMS)-mediated platforms.

The diverse learners in an Open University context have different access, resources, experiences and readiness to engage and adapt to changes in the new digital learning environment. This study emphasises the complexities surrounding ideas of the "digital divide" particularly in the context of gender. The study primarily focuses on three analytical perspectives namely structure, cultural practices, and agency (Pachler et al. 2010). Communities, locations, specific times, social context, learning practise sites, household disturbances, physical space, proper schedule, financial constraints, digital media, lecture recordings, etc influence each perspective. The purpose of this study is to find answers to the concerns about how access, use and equity of ICT; and continuing technological developments in learning have impacted delivery of management education at under graduate level, which has its own challenges compared to its post graduate counterparts. Various studies show that men and women engage differently with technology. There is a need to focus on understanding the digital gender divide challenges notably in Assam, a state of North East India. The study highlights impediments and provides insights for creating a supportive and authentic learning environment. The analytical findings are based on responses received from learners through a structured questionnaire and use descriptive analysis and use ANOVA.