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Gendered Experiences, Perceptions about Online learning and its Influence on Course Completion
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Success Kamuhanda, Makerere University
Ruth Nsibirano, Makerere University
Lulu Mahai, University of Dar es Salaam
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Abstract
The need to integrate online learning tools into higher education, accelerated by advancements in technology, coupled with past realities that challenge physical engagements such as the COVID-19 pandemic, is now an established reality (Li, 2022; Thomas & Abanikannda, 2023). Globally, it is correct to assert that the integration of technology into teaching and learning will continue to transform the mode of delivery in many universities (Melki, Nicolas, Khairallah, & Adra, 2017). With different forms and levels of technological interaction, university teaching and learning has shifted from a predominantly physical mode to technology-enabled options. This has fundamentally changed educational dynamics across the world. However, amidst the growing promotion and uptake of technology to support educational activities, there remains resistance due to challenges of access to technology, digital illiteracy, and distractions, which cloud the affordances of online learning, especially in developing countries. Hence, the need to examine and understand users’ experiences and perceptions. This study explores how gender influences experiences and perceptions of Biomedical Engineering students at Makerere University regarding online learning and its effect on course completion. A mixed-methods research approach was employed, combining quantitative and qualitative data collection methods. Quantitative data were collected using an online semi-structured questionnaire, while qualitative data were obtained through focus group discussions (FGDs) to provide deeper insights into students' experiences. The study sample consisted of third- and fourth-year Biomedical Engineering students at Makerere University. Findings revealed that while online learning offers several benefits, including flexibility and enhanced participation, it also presents significant challenges. Female students reported distractions related to home responsibilities and limited access to necessary technology. Male and female students expressed the need for improved digital skills and access to appropriate devices. Additionally, practical sessions were seen as less effective in an online environment, particularly for hands-on engineering tasks. Online learning holds the potential to improve course completion rates, but gender-specific challenges must be addressed to ensure equitable learning outcomes. Institutions should focus on providing technical support, addressing access issues, and developing gender-sensitive online learning strategies, especially for practical-based disciplines.
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