Cross-national comparison of gender discrepancies in distance education

Patricia Fidalgo 1 * , Joan Thormann 2, Oleksandr Kulyk 3, José Alberto Lencastre 4, Maria João Figueiras 5
More Detail
1 Emirates College for Advanced Education, Abu Dhabi, UAE
2 Lesley University, Cambridge, MA, USA
3 Oles Honchar Dnipro National University, Dnipro, UKRAINE
4 University of Minho, Braga, PORTUGAL
5 Zayed University, Abu Dhabi, UAE
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 14, Issue 2, Article No: e202421. https://doi.org/10.30935/ojcmt/14408
OPEN ACCESS   1013 Views   631 Downloads   Published online: 26 Mar 2024
Download Full Text (PDF)

ABSTRACT

This research focused on gender discrepancies regarding students’ opinions about distance education (DE). Data was gathered from Emirati, Portuguese, and Ukrainian university students through an online survey during the first term of the 2020/21 academic year before the war in Ukraine. A qualitative content analysis was used to understand gender discrepancies among the participants. Results show that greater gender discrepancies occurred in the categories of overall opinions and usefulness of DE. Men found DE more helpful and had a more positive opinion about DE overall. The discrepancies between males and females were smaller in several other categories, such as distractions and time management issues. Interestingly, the comments made by men and women focused on different aspects of these categories.
Keywords: cross-national comparison, distance education, gender discrepancies, higher education, student opinion

CITATION

Fidalgo, P., Thormann, J., Kulyk, O., Alberto Lencastre, J., & Figueiras, M. J. (2024). Cross-national comparison of gender discrepancies in distance education. Online Journal of Communication and Media Technologies, 14(2), e202421. https://doi.org/10.30935/ojcmt/14408

REFERENCES

  • Adigun, T., & Diamond, G. (2021). Reimagining digital literacy to advance gender equality in education. United Nations Girls’ Education Initiative. https://www.ungei.org/blog-post/reimagining-digital-literacy-advance-gender-equality-education
  • Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63, 101317. https://doi.org/10.1016/j.techsoc.2020.101317
  • Almuraqab, N. A. S. (2020). Shall universities at the UAE continue distance learning after the COVID-19 pandemic? Revealing students’ perspective. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7366799/
  • Anderson, T. (2004). Towards a theory of online learning. In T. Anderson (Ed.), Theory and practice of online learning (pp. 45-74). AU Press.
  • Angelico, T. (2020). Educational inequality and the pandemic in Australia: Time to shift the educational paradigm. International Studies in Educational Administration, 48(1), 46-53.
  • Baczek, M., Zaganczyk-Baczek, M., Szpringer, M., Jaroszynsk, A., & Wozakowska-Kapłon, B. (2020). Student’s perception of online learning during COVID-19 pandemic. Medicine, 100(7), e24821. https://doi.org/10.1097/MD.0000000000024821
  • Barrett, E., & Lally, V. (1999). Gender differences in an online learning environment. Journal of Computer Assisted Learning, 15(1), 48-60. https://doi.org/10.1046/j.1365-2729.1999.151075.x
  • Bawa’aneh, M. S. (2021). Distance learning during COVID-19 pandemic in UAE public schools: Student satisfaction, attitudes and challenges. Contemporary Educational Technology, 13(3), ep304. https://doi.org/10.30935/cedtech/10872
  • Berman, P., Afaneh, M., Basile, V., Bennett, J., Berman, P., Bond, M., Berman, P., Bond, M., Border, J., Brink, S., Cerreta, D. C., Chen, C. L., Comerchero, M., Delaney, C., Delvecchio, K., Dunkleberger, R., Dunlap, K., Eckel, N., Ekwensi, F., …, & Loughney, M. (2006). E-learning concepts and techniques. Institute for Interactive Technologies.
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott Jr, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez Jr, A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E.,Panagiotou, N., de Coëtlogon, P., …, & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126.
  • Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education, 77(4), 729-732. https://doi.org/10.1016/j.jsurg.2020.03.018
  • Ertl, B., & Helling, K. (2011). Promoting gender equality in digital literacy. Journal of Educational Computing Research, 45(4), 477-503. https://doi.org/10.2190/EC.45.4.f
  • Eveleigh, B. (2020). Embracing virtual and blended learning post COVID-19. Pamoja. https://pamojaeducation.com/blog/embracing-virtual-and-blended-learning-post-covid-19
  • Fidalgo, P., Thormann, J., & Kulyk, O. (2021). A multinational study of students’ views on the use of technology and performance of online tasks. In E. Taricani (Ed.) Design thinking and innovation in learning (pp. 25-44). Emerald Publishing Limited, Bingley. https://doi.org/10.1108/978-1-80071-108-220211004
  • Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ perceptions on distance education: A multinational study. International Journal of Educational Technology in Higher Education, 17, 18. https://doi.org/10.1186/s41239-020-00194-2
  • Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K. (2019a). Gender differences in computer and information literacy: An in-depth analysis of data from ICILS. Springer. https://doi.org/10.1007/978-3-030-26203-7
  • Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K. (2019b). Introduction to gender differences in computer and information literacy. In E. Gebhardt, S. Thomson, J. Ainley, & K. Hillman (Eds.), Gender differences in computer and information literacy: An in-depth analysis of data from ICILS (pp. 1-10). Springer. https://doi.org/10.1007/978-3-030-26203-7_1
  • Geer, J. G. (1991). Do open-ended questions measure “salient” issues? Public Opinion Quarterly, 55(3), 360-370. https://doi.org/https://doi.org/10.1086/269268
  • Gonçalves, B. M. F. (2021). Designing and implementing a distance education plan: A case study at a school in Portugal in pandemic context. Journal of E-Learning Research, 1(1), 34-46. https://doi.org/10.33422/jelr.v1i1.52
  • Gonçalves, S. P., Sousa, M. J., & Pereira, F. S. (2020). Distance learning perceptions from higher education students–The case of Portugal. Education Sciences, 10(12), 374. https://doi.org/10.3390/educsci10120374
  • Governo da República Portuguesa [Government of the Portuguese Republic]. (2020). Comunicado do Conselho de Ministros de 19 de Março de 2020 [Communication from the Council of Ministers of March 19, 2020]. Government of the Portuguese Republic. https://www.portugal.gov.pt/pt/gc22/governo/comunicado-de-conselho-de-ministros?i=334
  • Hargittai, E. (2010). Digital na(t)ives? Variation in internet skills and uses among members of the “net generation.” Sociological Inquiry, 80(1), 92-113. https://doi.org/10.1111/j.1475-682X.2009.00317.x
  • Hofstede Insights. (2022). Country comparison. https://www.hofstede-insights.com/country-comparison/portugal,ukraine,the-united-arab-emirates/
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
  • ITU. (2021). Bridging the gender divide. https://www.itu.int/en/mediacentre/backgrounders/Pages/bridging-the-gender-divide.aspx
  • Jiang, S., Schenke, K., SueEccles, J., Xu, D., & Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics massive open online courses. PLoS ONE, 13(9), e0202463. https://doi.org/10.1371/journal.pone.0202463
  • Johnson, R. B., & Christensen, L. (2014). Educational research: Quantitative, qualitative and mixed approaches. SAGE.
  • Jung, I. (2012). Asian learners’ perception of quality in distance education and gender differences. International Review of Research in Open and Distributed Learning, 13(2), 1-25. https://doi.org/10.19173/irrodl.v13i2.1159
  • Kamble, A., Gauba, R., Desai, S., & Golhar, D. (2021). Learners’ perception of the transition to instructor-led online learning environments: Facilitators and barriers during the COVID-19 pandemic. International Review of Research in Open and Distributed Learning, 22(1), 199-215. https://doi.org/10.19173/irrodl.v22i1.4971
  • Keegan, D. (2002). The future of learning: From eLearning to mLearning. http://files.eric.ed.gov/fulltext/ED472435.pdf
  • Kotova, S., & Hasanova, I. I. (2016). The quality of the educational process in the university through students’ eyes. Education and Science Journal, 9, 43-61. https://doi.org/10.17853/1994-5639-2016-9-43-61
  • Ma, W. W. K., & Yuen, A. H. K. (2011). Gender differences of knowledge sharing in online learning environment. In Proceedings of the International Conference on Hybrid Learning (pp. 116-128). https://doi.org/10.1007/978-3-642-22763-9_11
  • Malkawi, E., Bawaneh, A. K., & Bawa’aneh, M. S. (2021). Campus off, education on: UAEU students’ satisfaction and attitudes towards e-learning and virtual classes during COVID-19 pandemic. Contemporary Educational Technology, 13(1), ep283. https://doi.org/10.30935/cedtech/8708
  • Marley, J. L. (2007). Gender differences and distance education: Major research findings and implications for LIS education. Journal of Education for Library and Information Science, 48(1), 13-20.
  • Masoud, N., & Bohra, O. P. (2020). Challenges and opportunities of distance learning during COVID-19 in UAE. Academy of Accounting and Financial Studies Journal, 24(1), 1-12.
  • Ministry of Education and Science of Ukraine. (2020). Letter No. 1/9-154. https://mon.gov.ua/storage/app/media/news/Новини/2020/03/11/1_9-154.pdf
  • Ministry of Education of the United Arab Emirates. (2020). Distance learning in times of COVID-19. https://u.ae/en/information-and-services/education/distance-learning-in-times-of-covid-19
  • Mintii, I. S., Vakaliuk, T. A., Ivanova, S. M., Chernysh, O. A., Hryshchenko, S. M., & Semerikov, S. O. (2021). Current state and prospects of distance learning development in Ukraine. In Proceedings of the 4th International Workshop on Augmented Reality in Education (pp. 41-55). https://doi.org/10.31812/123456789/4593
  • Morante, A., Djenidi, V., Clark, H., & West, S. (2017). Gender differences in online participation: Examining a history and a mathematics open foundation online course. Australian Journal of Adult Learning, 57(2), 266-293.
  • National Agency for Higher Education Quality Assurance. (2020). NAQA ANNUAL REPORT: 2019. https://en.naqa.gov.ua/wp-content/uploads/2020/04/NAQA-REPORT.pdf
  • Oltean, A. I. (2020). Middle school students’ opinions regarding their educational experience during COVID-19 pandemic. Education 21 Journal, 19(19), 48-57. https://doi.org/10.24193/ed21.2020.19.06
  • Pascoal, R. M. (2020). Acceptance of online education in Portugal and in the world: Before and during COVID-19. Kriativ Tech. https://doi.org/10.31112/kriativ-tech-2020-06-35
  • Perkowski, J. (2013). The role of gender in distance learning: A meta-analytic review of gender differences in academic performance and self-efficacy in distance learning. Journal of Educational Technology Systems, 41(3), 267-278. https://doi.org/10.2190/ET.41.3.e
  • Price, L. (2006). Gender differences and similarities in online courses: Challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349-359. https://doi.org/10.1111/j.1365-2729.2006.00181.x
  • Puljak, L., Čivljak, M., Haramina, A., Mališa, S., Čavić, D., Klinec, D., Aranza, D., Mesarić, J., Skitarelić, N., Zoranić, S., Majstorović, D., Neuberg, M., Mikšić, Š., & Ivanišević, K. (2020). Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: A survey. BMC Medical Education, 20, 416. https://doi.org/10.1186/s12909-020-02343-7
  • Punter, R. A., Meelissen, M. R. M., & Glas, C. A. W. (2017). Gender differences in computer and information literacy: An exploration of the performances of girls and boys in ICILS 2013. European Educational Research Journal, 16(6), 762-780. https://doi.org/10.1177/1474904116672468
  • Qamar, K., Kiran, F., Khan, M. A., Raza, S. N., Iram, M., & Rauf, A. (2021). Challenges of e-learning faced by medical teachers and students during COVID-19 pandemic. Pakistan Armed Forces Medical Journal, 71(1), 3-10. https://doi.org/10.51253/pafmj.v71iSuppl-1.6191
  • Razinkina, E., Pankova, L., Trostinskaya, I., Pozdeeva, E., Evseeva, L., & Tanova, A. (2018). Student satisfaction as an element of education quality monitoring in innovative higher education institution. E3S Web of Conferences, 33, 03043. https://doi.org/10.1051/e3sconf/20183303043
  • Rocha, D. (2019). Conhecendo os desafios da EAD na Europa: As experiências de Portugal [Understanding the challenges of distance learning in Europe: Experiences from Portugal]. Desafios Da Educação [Education Challenges]. https://desafiosdaeducacao.com.br/ead-em-portugal/
  • Rovai, A. P., & Baker, J. D. (2005). Gender differences in DE: Sense of community, perceived learning, and interpersonal interactions. Quarterly Review of Distance Education, 6(1), 31-44.
  • Saif Almuraqab, N. A. (2020). Shall universities at the UAE continue distance learning after the COVID-19 pandemic? Revealing students’ perspective. International Journal of Advanced Research in Engineering and Technology, 11(5), 226-233. https://ssrn.com/abstract=3620824
  • Sánchez-Cruzado, C., Santiago Campión, R., & Sánchez-Compaña, M. T. (2021). Teacher digital literacy: The indisputable challenge after COVID-19. Sustainability, 13(4), 1858. https://doi.org/10.3390/su13041858
  • Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., & Lodhi, R. N. (2020). Effects of COVID-19 in e-learning on higher education institution students: The group comparison between male and female. Quality & Quantity, 55, 805-826. https://doi.org/10.1007/s11135-020-01028-z
  • Shisley, S. (2020). Emergency remote learning compared to online learning. https://learningsolutionsmag.com/articles/emergency-remote-learning-compared-to-online-learning
  • Taplin, M., & Jegede, O. (2001). Gender differences in factors influencing achievement of distance education students. The Journal of Open, Distance and e-Learning, 16(2), 33-154. https://doi.org/10.1080/02680510120050307
  • Tejedor, S., Cervi, L., Pérez-Escoda, A., & Jumbo, F. T. (2020). Digital literacy and higher education during COVID-19 lockdown: Spain, Italy, and Ecuador. Publications, 8(4), 48. https://doi.org/10.3390/publications8040048
  • Tyers-Chowdhury, A., & Binder, G. (2021). What we know about the gender digital divide for girls: A literature review. https://www.unicef.org/eap/media/8311/file/What%20we%20know%20about%20the%20gender%20digital%20divide%20for%20girls:%20A%20literature%20review.pdf
  • United Arab Emirates’ Government Portal. (2023). eLearning, mLearning and distance learning. https://u.ae/en/information-and-services/education/elearning-mlearning-and-distant-learning
  • United Nations. (2020). Policy brief: Education during COVID-19 and beyond. https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond
  • Vasilevska, D., Rivza, B., Pivac, T., Alekneviciene, V., & Parlińska, A. (2017). Analysis of the demand for distance education at Eastern and Central European higher education institutions. Journal of Teacher Education for Sustainability, 19(1), 106-116. https://doi.org/10.1515/jtes-2017-0007
  • Watts, L. (2016). Synchronous and asynchronous communication in distance learning: A review of the literature. Quarterly Review of Distance Education, 17(1), 23-32.
  • webQDA. (2017). About webQDA. webQDA. https://www.webqda.net/o-webqda/?lang=enEU
  • Yukselturk, E., & Bulut, S. (2009). Gender differences in self-regulated online learning environment. Educational Technology and Society, 12(3), 12-22.