Thesis
Investigating gender differences in distance learning and social media during and post-covid-19
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2025
- Thesis identifier
- T17386
- Person Identifier (Local)
- 201971376
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- Technological advancements have greatly changed education delivery systems, with their effects especially pronounced during emergencies such as the COVID-19 pandemic. The growth of digital environments and technological progress established distance learning as a fundamental educational approach. This research examines gender-based perceptions and attitudes toward distance learning and the use of social media in higher education. The research also implemented a sequential explanatory mixed-methods approach. It used an online questionnaire to assess students’ views about social media benefits and distance learning during and after COVID-19, highlighting the University of Strathclyde’s platforms. The study collected survey responses from 173 students and conducted semi-structured interviews with 14 participants to explore gendered experiences and expectations in online education. The statistical analysis of quantitative data through SPSS, which included Chi-square tests and Canonical Correlation Analysis, demonstrated significant gender-related patterns and responses to digital learning. Thematic analysis of the interview data further explored four main areas: perceptions and experiences related to distance learning, the influence of gender on learning, and methods to enhance digital learning environments. The results indicate that both male and female students appreciate distance learning. Male participants choose it for its flexibility and convenience, while female participants choose mixed learning, influenced by personal and social variables. Importantly, the study found no clear evidence of gender discrimination in online learning environments, highlighting a generally inclusive digital learning culture. In information science research, this study offers new insights into how gendered perceptions shape students’ use of social media platforms and their engagement with digital learning environments. By applying sense-making theory to analyse students’ reflections on online learning, the research contributes to understanding how learners interpret support, participation, and platform effectiveness across gender differences.
- Advisor / supervisor
- Ruthven, Iain
- Resource Type
- DOI
Relations
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PDF of Thesis T17386 | 2025-07-23 | Public | Download |