An Empirical Study on Gender Differences of College Students' Perceptions in Online Learning

The swift advancement of digital technology is leading to the mainstreaming of online education as a modality of instruction, but the influence of gender differences therein is becoming more and more prominent, posing a potential threat to educational equity. This study aims to deeply analyze gender differences in college students' perceptions of online learning to promote educational equity and quality. To assess their perceptions of online learning quantitatively, the study has drawn on and improved the existing measurement scales by adding new dimensions of students' online perceptions. This study randomly recruited college students (n=189) as the research sample and used an empirical study methodology to methodically gather and examine data to confirm the disparities in how students of various genders perceive online learning. According to the study, there are notable distinctions between how male and female students interact, participate, and contribute to online learning. Female students were more likely to receive support from the instructor and construct knowledge in social interactions, while male students were more adept at independent exploratory learning. The study explains the multiplicity and complexity of gender differences in college students' perceptions of online education and gives recommendations for research findings.