Exploring Gender Preferences for Collaborative and Assessment E-Learning Tools: A South African Perspective

Tendayi C. Garutsa ORCID iD

Issue: Vol.6  No. 4 April 2025 Article 8 pp.235 – 248
DOI : https://doi.org/10.38159/jelt.2025648 | Published online 25th April, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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Females and males have different proficiency levels in their use of technology. Females exhibit lower confidence and self-efficacy toward digital technologies compared to males. This study aims to explore gender differences in the preference for e-learning tools for collaborative learning and assessment purposes in the Faculty of Humanities at North-West University, South Africa. A sequential explanatory research design was employed, with questionnaires administered in the first phase and interviews conducted in the second phase. The qualitative data was analysed using content thematic analysis. The quantitative data was analysed using simple descriptive statistics and the Mann-Whitney U test, a non-parametric statistical test, to compare differences between female and male students in e-learning tool preferences. The findings from the analysis of gender-based preferences for collaborative learning and e-learning assessment tools revealed distinct trends, with some tools showing significant gender-based preferences while others do not. These results suggest that while gender may influence the choice of certain educational technologies, the factors underlying these preferences are multifaceted, involving utility, ease of use, and the perceived effectiveness of the tools. This study recommends that institutions of higher learning incorporate gender-sensitive tools like Zoom Chat and Graphical Assessments, while providing training for educators on multimedia design and collaborative platforms. Additionally, enhancing IT infrastructure, offering user guides, and conducting workshops or peer mentoring sessions can improve accessibility, collaboration, and technical support for all students.

Keywords: E-learning Tools, Gender, Higher Learning.

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Tendayi C. Garutsa (PhD) is an Associate Professor in the Sociology Department at North-West University, South Africa. She holds a PhD in Sociology from the University of Fort Hare. Her commitment to social justice and gender issues is evident in her diverse research interests for women, youth and minority groups. Throughout her academic positions she has actively contributed to the field. Noteworthy roles include National Research Funding Proposal Evaluator, and a post-doctoral fellowship under the Climate Impacts Research Capacity and Leadership Enhancement in Sub-Saharan Africa (CIRCLE) project. Recognized for her contributions, Garutsa has received various awards, including the Teaching and Excellence award and the Top Senior Lecturer Researcher Faculty of Humanities Award from North-West University in 2022. Her extensive list of published works in reputable journals reflects her commitment to advancing knowledge, particularly in areas like feminist pedagogical strategies, transdisciplinarity and decolonisation, gender and education, intersectionality and research that addresses the needs of vulnerable populations.

Garutsa, Tendayi C. “Exploring Gender Preferences for Collaborative and Assessment E-Learning Tools: A South African Perspective.” Journal of Education and Learning Technology 6, no.4 (2025): 235 – 248. https://doi.org/10.38159/jelt.2025648

© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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