Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

Abstract

The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups, followed by online surveys of 834 undergraduate students from the University of Mauritius enrolled in an online course. Using factor analysis and structural equation modelling, the study found no significant differences based on gender for millennials, but identified three significant antecedents of student satisfaction for both males and females: university reputation; physical facilities; and instructor empathy.

E-Learning Adoption and Acceptance in Pakistan: Moderating Effect of Gender and Experience

“…Though, perception and intention of elearning systems may depend on gender but the literature showed no conclusive evidences in this regard. Prior research showed noteworthy differences for male and female in critical success factors of technology adoption and acceptance [8].…”

“…Furthermore, gender based analysis reported that BI depend on PU and PEOU are stronger in males in the adoption of e-learning systems [8]. Later on, another study conducted in Brazil analyzed that intention and usage behavior is more prevalent in male rather in female [10].…”

The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students

“…This result agreed with various studies results which confirm the interactions between the teacher of the course and the students, and among students themselves, were important to the learning process. Also the interaction at appropriate time between the teacher and the learner was definite in strengthen/ reinforcement student learning, and the immediate and quick feedback from the teacher at appropriate time are essential key to achieve learners satisfaction about e-learning environment (Harrati et al, 2016;Harvey et al, 2017;Raspopovic & Jankulovic, 2017;Violante & Vezzetti, 2015;Virtanen et al, 2017;Wu et al, 2010).…”

“…To specify the scale dimensions, terms, backgrounds, theoretical attitudes, and various concepts in E-leaning field. E-learning environment satisfaction, were accessed, and to benefit from some literature reviews included used tools and measurements (Chang, 2011;Harrati, Bouchrika, Tari, & Ladjailia, 2016;Harvey, Parahoo, & Santally, 2017;Raspopovic & Jankulovic, 2017;Violante & Vezzetti, 2015;Virtanen et al, 2017;Wu, Tennyson & Hsia, 2010). This scale enrolled 36 phrases presented in 5 dimensions: The facility of using the systems, System functions, Interactions, Feedback provision synchronism, Overall satisfaction with learning environment.…”

“…In the light of the results that the recent research and previous literature reviews pointed to (DeLucenay et al, 2017;Harrati et al, 2016;Harvey et al, 2017;Lefevre & Cox, 2017;Raspopovic & Jankulovic, 2017;Violante & Vezzetti, 2015;Virtanen et al, 2017), and research's projects included in the folds, the researcher presented some recommendations and educational applications to benefit from it as a practical applications when designing Elearning contents as the following:…”