ABSTRACT

There is limited evidence of the effects of culture and context on student readiness for e-learning, and how these might interact with gender. This study addresses this gap by studying the effect of culture and context on the readiness of high school students to use e-learning in a unique setting: an education system in which male and female students are educated separately. A mixed methods research approach was adopted because of our emphasis on the subjective aspect of the concept of readiness. Findings demonstrate that there are clear differences between the genders, but that these must be interpreted carefully in this cultural setting. There is scope for further research that investigates this gender divide in other e-learning contexts, including those where male and female students learn together and those where other cultural factors may influence student readiness to use e-learning.

摘要

很少有证据表明文化和环境对学生准备电子学习的影响以及这些因素如何与性别互动。这项研究通过研究文化和背景对高中学生在特殊环境下使用电子学习的意愿的影响来解决这一差距：在这种教育系统中，男女学生分别接受教育。由于我们强调准备概念的主观方面，因此采用了混合方法研究方法。调查结果表明，性别之间存在明显的差异，但在这种文化背景下必须仔细解释这些差异。在其他电子学习环境中，还有进一步的研究空间来调查这种性别差异，