A GENDER BASED E-LEARNING EXPERIENCE FOR INTERNATIONAL UNIVERSITY STUDENTS

Purpose
The purpose of this paper was to gain an in-depth understanding of international students’ personal experience of using e-learning resources based on gender.

Objectives
This paper has identified numerous factors that affect both male and female international students in their e-learning experience. It has captured their experience of using university e-learning resources as well as measuring the extent to which these factors affect gender. The paper has concluded with a number of practical recommendations for improving the overall e-learning experience and how these gender differences can be overcome.

Methodology
This paper has adopted a qualitative approach using in-depth semi-structured interviews capturing the students’ views, feelings, emotions, motivations, aspirations and so forth. Thus, this methodological approach has allowed the researcher to gain an in-depth understanding of the international students’ e-learning experience. In total twenty interviews were conducted with a match sample of ten female and ten male international students studying ICT at undergraduate level. Each interview lasted up to one hour and was transcribed in full followed with thematic analysis.

Results
After analysing and evaluating the data from both male and female students it was evident that there is great scope for development of e-learning at Higher Education. Core themes emerged which demonstrated differences among gender contributing to different e-learning experience. These differences were cultural, social, language, self-confident, learning styles and educational resources to name a few.

Implications
This paper and its findings have implications for UK universities as well as international students in the way they approach and make best use of the e-learning resources available. Additionally, this paper has contributed to knowledge of the different e-learning experience and the way it should be implemented.

Originality/Value
This paper has captured first-hand experience from the students who are, currently studying at university in the UK. The distinctive methodological framework also contributes to the originality of this paper with an equal number of male and female international students.