Gender Digital Divide in Higher Education: A Study on University of Barisal, Bangladesh

Saha, Sumi Rani; Zaman, Md. Ohidur

doi:10.9790/0837-2201041117

Cited by 8 publications

(4 citation statements)

References 11 publications

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“…On the gender variable, the results showed no significant difference between the digital literacy scores of male and female students. The results of this study are in line with the previous study [17] [18], showing that there is no significant difference between men and women. On the other hand, a survey [19] shows a digital divide between men and women due to more than half of women without formal education saying that they are not familiar or comfortable with the technology.…”

Section: " [Student Ir]supporting

confidence: 93%

Student’s Digital Literacy Based on Students’ Interest in Digital Technology, Internet Costs, Gender, and Learning Outcomes

Brata

Padang

Suriani

et al. 2022

Int. J. Emerg. Technol. Learn.

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This study aims to analyze students' digital literacy in the context of learning biology material on the digestive system and identify students' digital literacy in terms of interest in digital technology, internet costs, gender, and learning outcomes. The research was conducted at one private high school in Medan, Indonesia. The instrument used is a questionnaire and a list of student grades from the teacher. The results showed that students interested in digital technology had a significantly higher digital literacy score than students who had less interest in digital technology. There was no significant difference in digital literacy between groups of students with internet fees < US$ 14 per month and students with internet fees of US$ 14 per month, and between groups of male and female students. The result of the analysis also found a positive correlation between learning outcomes and digital literacy.

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Section: " [Student Ir]supporting

confidence: 93%

Student’s Digital Literacy Based on Students’ Interest in Digital Technology, Internet Costs, Gender, and Learning Outcomes

Brata

Padang

Suriani

et al. 2022

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…According to Li and Kirkup (2007), men are more confident in their computer skills and are more likely to use email than women. Saha and Zaman (2017) found that while there are no major variations in ICT access, there is a considerable disparity between genders in ICT skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Are female secondary school teachers in Bangladesh becoming digitally empowered or disempowered? An exploratory analysis of the impact of digital empowerment on professional development

Sharmin

2023

JMBE

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Differences in access, skills, and usage of digital technology between men and women have resulted in an unequal experience in using digital technology in changing work environments, especially in education, which is expressed as the gender digital divide. This divide serves as a barrier to digital empowerment and tends to be wider in developing countries. However, there is a scarcity of literature on digital empowerment among female teachers at the secondary school level. Therefore, based on Makinen’s (2006) perspective, this study investigated digital empowerment among Bangladeshi teachers with respect to gender-based differences. Data on the four components of digital empowerment mentioned by Makinen were collected using a semi-structured questionnaire from a random sample of 326 respondents, along with the qualitative method of an in-depth interview and focused group discussion from three city corporations: Dhaka, Khulna,and Rajshahi, according to their digital divide rates. The findings reveal that both overall awareness and technical access status are satisfactory. Yet, female teachers lacked significant intrinsic motivation and computer abilities to perform specific tasks. Findings also revealed that empowered women had better levels of professional capabilities, self-confidence, and more Information and Communication Technology (ICT)-based pedagogy. Female teachers should be recognized and encouraged in institutional programs to promote digital empowerment and reduce the digital divide between genders.

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“…The advances of information and communication technologies (ICT) have made today's world more dynamic than ever before. However, in reality, not everyone has access to and proficiency with the most recent technologies, hence the digital divide has emerged as a new kind of socioeconomic inequality (Saha & Zaman, 2017 ). The term ‘digital divide’ refers to the gap between those with and without access to ICT, as well as between those who have and do not have such tools (Boje et al, 2003 ).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Digital divide among B40 students in Malaysian higher education institutions

Devisakti¹,

Muftahu²,

Hu³

2023

Educ Inf Technol

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While technological advances have led to digital transformation in many higher education institutions (HEIs), digital divide, especially among students in developing nations, is becoming a growing concern. This study aims to investigate the use of digital technology among B40 students (students from the lower socioeconomic backgrounds) in Malaysian HEIs. Specifically, this study intends to investigate how perceived ease of use, perceived usefulness, subjective norms, perceived behavioural control, as well as gratification constructs significantly affect digital usage among B40 students in Malaysian HEIs. This study used the quantitative research method with an online questionnaire which received 511 responses. SPSS was employed for demographic analysis, while Smart PLS software was used for structural model measurements. This study was based on two theories: planned behaviour theory and uses and gratification theory. The results showed that perceived usefulness and subjective norms significantly influenced the digital usage of the B40 students. In addition, all three gratification constructs indicated a positive effect on the students’ digital usage.

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Gender Digital Divide in Higher Education: A Study on University of Barisal, Bangladesh

Cited by 8 publications

References 11 publications

Student’s Digital Literacy Based on Students’ Interest in Digital Technology, Internet Costs, Gender, and Learning Outcomes

Student’s Digital Literacy Based on Students’ Interest in Digital Technology, Internet Costs, Gender, and Learning Outcomes

Are female secondary school teachers in Bangladesh becoming digitally empowered or disempowered? An exploratory analysis of the impact of digital empowerment on professional development

Digital divide among B40 students in Malaysian higher education institutions

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