E-Learning Experience in Higher Education amid COVID-19: Does Gender Really Matter in A Gender-Segregated Culture?

Mansour A. Alyahya, Ibrahim A. Elshaer, Fathi Abunasser, Osama H. Mahmoud Hassan and Abu Elnasr E. Sobaih
Additional contact information
Mansour A. Alyahya: Management Department, College of Business Administration, King Faisal University, Al-Hassa 31982, Saudi Arabia
Ibrahim A. Elshaer: Management Department, College of Business Administration, King Faisal University, Al-Hassa 31982, Saudi Arabia
Fathi Abunasser: Department of Educational Leadership, College of Education, King Faisal University, Al-Ahsa 31982, Saudi Arabia
Osama H. Mahmoud Hassan: Graduate Studies and Scientific Research, King Faisal University, Al-Ahsa 31982, Saudi Arabia
Abu Elnasr E. Sobaih: Management Department, College of Business Administration, King Faisal University, Al-Hassa 31982, Saudi Arabia

Sustainability, 2022, vol. 14, issue 6, 1-12

Abstract: Despite a plethora of research on students’ experiences of electronic (e) learning amid COVID-19 in higher education institutions (HEI), limited research has recognized the differences between students based on their gender. This research aims to examine the differences between students regarding their e-learning experiences amid COVID-19, especially in a gender-segregated culture where female students do not have full access to conventional learning as their male counterparts do, albeit they often have more access to technology-based learning. A total of 1200 online questionnaires were analyzed from students (600 male and 600 female) in public universities in Saudi Arabia, which tend to use Blackboard to sustain their communication with students and e-learning amid COVID-19. The results of structural model and multi-group analysis using AMOS supported all the research hypotheses. The results showed that the path coefficients and significant values were higher among female students than among male students. Additionally, the explanatory power of the male structural model regarding the e-learning experience (0.58) was lower than that of the structural model of female students (0.85), reflecting a higher explanatory power to explain the e-learning experience. The research findings have numerous theoretical and practical implications, especially in gender-segregated cultures.

Keywords: e-learning experience; gender-segregated culture; higher education institutions; COVID-19; gender perceptions of e-learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

Downloads: (external link)
https://www.mdpi.com/2071-1050/14/6/3298/pdf (application/pdf)
https://www.mdpi.com/2071-1050/14/6/3298/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:14:y:2022:i:6:p:3298-:d:769251

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().