The Learning Then and Now: A Case Study on the Effects of Gender on Online Learning Support Post Covid-19 at a South African University

Abstract

This paper explored students’ online learning experiences before and post-Covid-19 pandemic with a focus on whether all students are supported to have online learning access without considering their gender differences. The questionnaire was used to collect data from 247 students who were randomly selected from the cohort of 400 students. The study tested the four null hypotheses at 0.05 level of significance: (i) H0: There is no significant association between gender and access to laptop for learning purposes, (ii) H0: There is no significant association between gender and access to internet for learning purposes, (iii) H0: There is no significant association between gender and access to data for learning purposes and (iv) H0: There is no significant association between gender and who provides data to access internet for learning purposes. This study revealed that there is no significant association between the following: gender and access to laptops, gender and access to the internet, gender and access to data, and gender and who provides data to access internet for learning purposes. The study therefore recommended the following: lecturers must not conduct classes when students are at their homes assuming that every student has access to internet connectivity; the provision of necessary support for online learning needs to be strengthened by all the parties who are responsible for support students with relevant equipment for active online learning so that no students is left behind when blended learning is implemented; support students with necessary gadgets and adequate amount of data to enhance online learning; students must be supplied with laptops regardless of gender and year of study. The paper contributes to scholarship by addressing gender disparities in online learning, providing valuable insights for educational institutions, offering a methodological model for future studies, and informing policies to create a more inclusive and effective online learning environment. Keywords: Covid-19, Institution, Online Learning, Remote Learning, Student Access, Gender, Differences, Technology