Gender variability in E-learning utility essentials: Evidence from a multi-generational higher education cohort.

The paper reports a quantitative investigation into the nuances of gender perspectives of E-Learning utility across the social categorisations of Generation X, Y, and Z in the current phenomena of accelerated usage of e-learning in the emerging multi-generational undergraduate cohorts: using multi-generational undergraduate cohorts (N = 611) taking a mandatory online course in a Business School curricular. Using multi-group partial least-squares analysis, the study shows differences exist in the utility of e-learning within gender and Generations of X, Y, and Z. These differences may not be apparent when examined at only the gender level, which has led other researchers to conclude the gender gap is narrowing. However, we establish that within gender and across generations in a developing country context, the gender divide is not narrowing at the same pace as found in other developed countries. To accelerate the implementation of e-learning in traditional (face-to-face) undergraduate programmes globally, there is the need to contextualise Course Development, Learner Support, Assessment, and User Characteristics factors along with the different genders, and across generations to improve Results Demonstrability and Student Overall Satisfaction of utility of e-learning. In developing countries, there is a need to enhance Institutional factors to strengthen the drive to e-learning. • E-learning in higher education continues to attract scholarly interest. • Understanding Utility essentials of multigenerational cohorts on e-learning is at an all-time High. • Perceived narrowing of the gender gap in e-learning is not obvious in a developing country case study. • Generations X, Y and Z cohorts across and within gender produce different Utility levels of e-learning. • Satisfaction differentials emanates from course design, delivery and learning environment. [ABSTRACT FROM AUTHOR]