Gender Dynamics in Online Higher Education: Insights from Empirical Evidence
DOI:
https://doi.org/10.63062/trt/SG25.094Keywords:
Gender Space, Virtual Learning, Higher Education, Gender Dynamics, StudentsAbstract
The main purpose of this paper is to discover gender spaces in virtual learning environments at the tertiary level. A considerable study has been done in the global north and global south on gender spaces in virtual learning environments. This study has been conducted using qualitative and review-based studies. It portrays a widespread analysis of published research documents from various speculative contexts. This study blends findings from the past few decades to examine gender spaces and virtual learning environments in higher education. The review emphasizes that such activities serve as vital platforms for virtual learning in higher education. The analysis is based on 116 peer-reviewed research published documents retrieved from reputable digital databases such as Web of Science, Google Scholar, Taylor & Francis, SAGE, Emerald Insight, and Springer Nature. Data collection has been continued until thematic permeation has been reached. A thematic analysis approach has been employed to present and interpret the qualitative nature of data. The study findings indicated that gender spaces shape participation in virtual learning environments in higher education. The study findings have been based on the empirical review of the published research documents on gender spaces and virtual learning environments in higher education. The study reveals that gender plays a noteworthy role in determining students' experiences, participation, and outcomes within virtual learning environments in higher education.
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