Is there Gender Divide in Online Learning? Interpretations from Under Graduate Level Management Education

Abstract

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.