Abstract
The aim of this study is to investigate male and female college students’ use patterns of a learning management system (LMS) in an e-learning environment. This study evaluated the structural differences between male and female college students in their LMS use patterns through a multifactor model. The research was conducted with 443 participants at a university in Korea. Four factor structures comprising 14 items measured on a five-point Likert scale were used for the analyses. After confirmatory structures for each gender were modified, the equivalence was examined by testing for factorial invariance and the latent means. The results indicated that, for three factors, male students used the LMS more than females and that neither gender preferred communicating and collaborating with each other. It was also found that students understood learning activities in more diverse ways than through theories. The results, which reflected Korea’s general educational context, indicated that a gender digital divide issue remains to be bridged and left recommendations for comprehensive development including the search for strategies for more participative LMS operations.
Highlights
We examined the differences in the learning management system (LMS) use patterns of male and female college students in an e-learning environment in Korea
The Santorra and Bentler (S-B) χ2 and robust statistics portion of the output were used in this study [26]
This study evaluated the structural differences between male and female college students in their LMS use patterns through a multifactor model with a latent mean differences analysis
Summary
Interest in the sustainability of education through online methods is growing further in the recent 2019 novel coronavirus pandemic. A major factor contributing to the high growth of the e-learning market, which will be worth more than $300 billion by 2025, is the increasing shift toward diverse educational environments such as massive open online courses with technologies powered by artificial intelligence [1]. The diversification of the features of learning management systems (LMS) greatly contributed to the development of e-learning. In this context, constructivist e-learning support systems including participation, exchanging ideas, reflection, and collaborative learning have been recently emphasized alongside the provision of learning materials [4]
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