Digital Communication Inequality and Gendered Participation in Online Learning at Victoria University Uganda
DOI:
https://doi.org/10.62569/fijc.v3i3.275Keywords:
Digital Communication Inequality, Gendered Participation, Online Learning, Digital Divide, Higher Education, UgandaAbstract
Digital learning platforms have expanded opportunities for higher education, yet unequal access to digital infrastructure and gender-related social barriers continue to shape students’ participation. This study examines digital communication inequality and gendered participation in online learning at Victoria University, Uganda. The study employed a convergent mixed-methods design, combining quantitative and qualitative data. Questionnaires were administered to students, with 78 completed responses retained for quantitative analysis, while semi-structured interviews were conducted with 10 purposively selected university staff members. Descriptive statistics, independent-samples t-tests, Pearson correlation, and thematic analysis were used to examine digital access, platform experiences, and gender-related participation barriers. The findings indicate that students generally perceived the VClass learning management system as reliable and user-friendly, with mean scores of 4.115 and 4.064, respectively. Perceived access to higher education and flexibility in online learning also received positive ratings, with mean scores of 4.090 and 4.192. A strong positive correlation was identified between e-learning infrastructure and educational access (r = 0.782, p < 0.01). However, gender-related barriers persisted. Among female respondents, 64.3% reported difficulties balancing online learning with household or caregiving responsibilities, while 25.0% reported limited access to devices compared with male family members. Internet connectivity, insufficient computer facilities, and delayed lecturer feedback further constrained participation. Online learning can broaden educational opportunities, but access to digital platforms does not automatically ensure equitable participation.
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