{"id":6023,"date":"2025-06-24T21:02:25","date_gmt":"2025-06-24T21:02:25","guid":{"rendered":"https:\/\/ijssass.com\/journal\/the-role-of-gender-based-factors-on-the-levels-of-student-participation-in-elearning-in-select-universities-in-nairobi-city-county-kenya\/"},"modified":"2025-06-25T04:17:51","modified_gmt":"2025-06-25T04:17:51","slug":"the-role-of-gender-based-factors-on-the-levels-of-student-participation-in-elearning-in-select-universities-in-nairobi-city-county-kenya","status":"publish","type":"post","link":"https:\/\/ijssass.com\/journal\/the-role-of-gender-based-factors-on-the-levels-of-student-participation-in-elearning-in-select-universities-in-nairobi-city-county-kenya\/","title":{"rendered":"The role of gender-based factors on the levels of student participation in eLearning in select universities in Nairobi City County, Kenya"},"content":{"rendered":"

This article was originally published as: The role of gender-based factors on the levels of student participation in eLearning in select universities in Nairobi City County, Kenya<\/strong><\/p>\n

Original Article Link: Read Original Article<\/a><\/p>\n

Download PDF: Click Here to Download PDF<\/a><\/p>\n

Abstract<\/h2>\n

eLearning is an attractive mode of learning that provides easy access to education to students who would otherwise be disadvantaged by social, economic and geographic impediments to educational advancement. There is limited information on the role of the digital gender divide and gender-based factors in participation in eLearning in universities. The study aimed to assess the gender disparities in learner participation whose indicators were defined as login frequency, breaks within a session, study location, and student-instructor interaction. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. A questionnaire, key informant interview guide, and content analysis were used as the data collection tools. Data was quantitatively and qualitatively analysed. The study found that men’s frequency of login to LMS was higher than women’s. Women (71.7%) were observed to have fewer breaks than men (65.9%). The reasons for the breaks were poor or unstable internet, caregiving, and work-related engagement. Women spent more time per session (119.06 minutes) compared to men (109.74 minutes). Based on the findings, strategies were proposed to mitigate these factors. The importance of this study is it provides baseline data that can be used to formulate policies that are gender responsive and will contribute to the promotion, enhancement, and sustenance of eLearning for educational advancement. This study was carried out during the COVID-19 pandemic which required most data to be accessed virtually. There was reluctance to fully disclose information by universities which treated the information as confidential.<\/p>\n

Authors<\/h2>\n
    \n
  • Josephine Nyambura Thua (Kenyatta University, Kenya)<\/li>\n
  • Pacificah Okemwa (Kenyatta University, Kenya)<\/li>\n
  • Regina Mwatha (Kenyatta University, Kenya)<\/li>\n
  • Francis Malenya (Kenyatta University, Kenya)<\/li>\n<\/ul>\n

    Keywords<\/h2>\n

    Advancement, Education, eLearning, Gender, Universities<\/p>\n

    References<\/h2>\n

    References not available for this article.<\/p>\n","protected":false},"excerpt":{"rendered":"

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