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Challenges and Opportunities Due to Gender Disparities in Online Learning at the Open University of Kenya
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Abstract
The demand for access to education has increased leading to a rapid expansion of online learning, greatly transforming higher education through flexibility and accessibility. This demand contributed to the institution of the Open University of Kenya (OUK) by the Kenyan Government, which was established in August 2023. Although the university was conceived more than 20 years ago by the Kenyan government, it began following the effect of covid 19, where people embraced digital learning as a result of the travel and movement restrictions and the need to properly spend the time at hand. Despite the advantages of online learning, gender disparities continue to affect students’ experiences and academic outcomes in digital learning. This study examines the influence of gender on access, engagement and performance in online education, focusing on digital literacy, access to technology and socio-cultural expectations. The research identified gender-specific challenges and opportunities using a mixed-methods approach, by use of a survey and review of existing literature. It provides insights into barriers that cause lack of equitable participation. The study provides recommendations that promote gender equity, address policy issues in virtual education and contribute to a more inclusive and supportive online learning environment in Kenya and beyond.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 2224
Subject
Country
Kenya
Region
Africa
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Date
2025-09
Author
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Publisher
Commonwealth of Learning (COL)