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

Author

Listed:
  • 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
    Faculty of Tourism and Hotel Management, Suez Canal University, Ismailia 41522, Egypt)

  • 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
    Department of Mathematics, Statistics and Insurance, Sadat Academy for Management Sciences, Maadi, Cairo 12411, Egypt)

  • Abu Elnasr E. Sobaih

    (Management Department, College of Business Administration, King Faisal University, Al-Hassa 31982, Saudi Arabia
    Faculty of Tourism and Hotel Management, Helwan University, Cairo 12612, Egypt)

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.

Suggested Citation

  • Mansour A. Alyahya & Ibrahim A. Elshaer & Fathi Abunasser & Osama H. Mahmoud Hassan & Abu Elnasr E. Sobaih, 2022. "E-Learning Experience in Higher Education amid COVID-19: Does Gender Really Matter in A Gender-Segregated Culture?," Sustainability, MDPI, vol. 14(6), pages 1-12, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:6:p:3298-:d:769251
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    References listed on IDEAS

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    1. Abu Elnasr E. Sobaih & Amany E. Salem & Ahmed M. Hasanein & Ahmed E. Abu Elnasr, 2021. "Responses to COVID-19 in Higher Education: Students’ Learning Experience Using Microsoft Teams versus Social Network Sites," Sustainability, MDPI, vol. 13(18), pages 1-12, September.
    2. Abu Elnasr E. Sobaih & Ahmed M. Hasanein & Ahmed E. Abu Elnasr, 2020. "Responses to COVID-19 in Higher Education: Social Media Usage for Sustaining Formal Academic Communication in Developing Countries," Sustainability, MDPI, vol. 12(16), pages 1-18, August.
    3. Shazia Rashid & Sunishtha Singh Yadav, 2020. "Impact of Covid-19 Pandemic on Higher Education and Research," Indian Journal of Human Development, , vol. 14(2), pages 340-343, August.
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    2. Alyahya, Mansour & Agag, Gomaa & Aliedan, Meqbel & Abdelmoety, Ziad H., 2023. "Understanding the factors affecting consumers’ behaviour when purchasing refurbished products: A chaordic perspective," Journal of Retailing and Consumer Services, Elsevier, vol. 75(C).

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