The global pandemic raised several social and economic challenges worldwide. Executing lockdown and closure of educational institutions became only options to mitigate these challenges, leading to educational barriers for billions of students worldwide. In such a situation, the acceptance, adoption and integration of ICT informally supported the learning process. However, policymakers, instructors and critics anticipated adverse consequences due to a fast shift from conventional to eLearning system. In this regard, the current research scrutinized the intervening role of gender in eLearning acceptance during Covid-19 outbreak. Additionally, this study also examines the impact of eLearning acceptance on students’ academic performance under Media System Dependency Theory. Data was gathered from n= 300 participants currently enrolled in n= 3 public sector universities in Islamabad, Pakistan. Results from quantitative data analysis indicated moderately significant gender differences concerning eLearning acceptance during the Covid-19. Similarly, findings also revealed a significant positive correlation between female students and conventional learning, male students and eLearning acceptance. Here the inferential statistics also highlighted the positive impacts of eLearning on students’ academic performance during Covid-19. The study concludes that gender is moderately hindering eLearning acceptance during the Covid-19 pandemic. Even though eLearning positively influences educational performance, stakeholders need to reconsider the current policies and ensure web-based as equally acceptable for all.
The global pandemic raised several social and economic challenges worldwide. Executing lockdown and closure of educational institutions became only options to mitigate these challenges, leading to educational barriers for billions of students worldwide. In such a situation, the acceptance, adoption and integration of ICT informally supported the learning process. However, policymakers, instructors and critics anticipated adverse consequences due to a fast shift from conventional to eLearning system. In this regard, the current research scrutinized the intervening role of gender in eLearning acceptance during Covid-19 outbreak. Additionally, this study also examines the impact of eLearning acceptance on students’ academic performance under Media System Dependency Theory. Data was gathered from n= 300 participants currently enrolled in n= 3 public sector universities in Islamabad, Pakistan. Results from quantitative data analysis indicated moderately significant gender differences concerning eLearning acceptance during the Covid-19. Similarly, findings also revealed a significant positive correlation between female students and conventional learning, male students and eLearning acceptance. Here the inferential statistics also highlighted the positive impacts of eLearning on students’ academic performance during Covid-19. The study concludes that gender is moderately hindering eLearning acceptance during the Covid-19 pandemic. Even though eLearning positively influences educational performance, stakeholders need to reconsider the current policies and ensure web-based as equally acceptable for all.