PROFILE

Gašević et al., 2016 stated that several research have investigated the impact of learners’

demographic backgrounds on acquiring quality education of students. Moreover, Huang & Fang,
2013 also stated that the impact of gender on online learning outcomes is controversial.
Alghamdi et al., 2020) stated that females ought to obtain better mastering consequences
than adult males due to the fact that they have been persistent and committed. Females had more
potent self-law than adult males, which significantly caused them more positive online learning
development than adult males.
Al-Mutairi (2011), Bennett, Padgham, McCarty, and Carter (2007), Coldwell, Craig,
Paterson, and Mustard (2008), Daymont and Blau (2008), Ryabov (2012) and Smith and
Stephens (2010) indicated that female students outperform male students. Similarly, Friday,
Friday-Stroud, Green, and Hill (2006) provided evidence of a significant difference between
student performance and gender in management courses. In their study, the mean of the
traditional class was higher than the mean average of the online class, and the average
performance of female students was significantly better than the average performance of male
students.
However, according to Nistor, 2013 “there is no gender variations have been discovered
in learning outcomes, styles and techniques due to the fact that adult males have been stable in
attitudes, while women actively engage themselves in various activities.
Al-Mutairi (2011) mentioned that younger students had a tendency to perform better than
mature students. In addition, Coldwell, Craig, Colorado and Eberle (2010) and Paterson and
Mustard (2008) revealed that student age was not related to academic performance, which was
measured by the course grade in online courses (Coldwell, Craig, Paterson, & Mustard 2008;
Colorado & Eberle, 2010; Patterson & McFadden (2009).
Kupczynski, Gibson, Richardson, & Challoo (2011) in a study where a majority of
participants were Hispanic determined that factors such as gender and ethnicity, that traditionally
have been documented to play a major role in success in face-to-face classes, were not
significant for either the online courses or the face-to face courses.
Gorski (1995) stated that Multicultural schooling is a progressive method for
transforming that holistically addresses shortcomings, discriminatory practices, education equity,
and a determination in facilitating academic studies and educational experiences wherein all
students attain their fullest potentials and well-rounded learners.
However, Mohan et al., 2021 stated that online learning ought to result
in negative outcomes concerning the students’ health and attitudes. Children could catch
eye strain because of frequent engagement in online learning withinside the new normal setting
in education due to COVID-19.
Turnbull et al. (2015) stated that as their children’s at-home teachers, parents have
numerous obligations that are traditionally aligned to the teacher responsibility, such
as imposing instruction. However, as Turnbull and colleagues noted, most of the parents and
guardian are not fully equipped to take the teaching role because of lack of trainings, mental
readiness and different constraints in particular in online environments.
Likewise, Borup et al., (2015); Stevens et al., 2015; and Waters’ et al., (2015) stated that
research of parental engagement can develop perseverance, time management skills,
and overall parental guidance upon online and modular learning activities. Furthermore,
they recognized the limitations withinside the virtual learning and modular set-up including time
constraints, lack of clarity among the role of the parents and child,
absence of readability withinside the duties that are needed to perform as a part of virtual or
home-school due to new normal setting of education.

References:

Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face
classroom multitasking and academic performance: Moderated mediation with self-efficacy for
self-regulated learning and gender. Computers in Human Behavior, 102, 214–
222. https://doi.org/10.1016/j.chb.2019.08.018
Al-Mutairi, A. (2011). Factors affecting business students’ performance in Arab Open
University: The case of Kuwait. International Journal of Business and Management, 6(5), 146-
156. Retrieved from http://journal.ccsenet.org/index.php/ijbm/article /download/10438/7455.
doi: 10.5539/ijbm.v6n5p146
Bennett, D. S., Padgham, G. L., McCarty, S. C., & Carter, M. S. (2007). Teaching principles of
economics: Internet vs. traditional classroom instruction. Journal of Economics and Economic
Educational Research, 8(1), 21-31. Retrieved from
http://www.freepatentsonline.com/article/Journal-Economics-Economic-
EducationResearch/179817664.html
Borup, J., Stevens, M.A., & Waters, L.H. (2015). Parent and student perceptions of parent
engagement at a cyber charter high school. Online Learning, 19(5), 69–91.
Coldwell, J., Craig, A., Paterson, T., & Mustard, J. (2008). Online students: Relationships
between participation, demographics and academic performance. The Electronic Journal of e-
Learning, 6(1), 19-30. Retrieved from http://dro.deakin.edu.au/eserv/DU:30017242 /coldwell-
onlinestudents-2008.pdf
Colorado, J. T., & Eberle, J. (2010). Student demographics and success in online learning
environments. Emporia State Research Studies, 4(1), 4-10. Retrieved from
http://academic.emporia.edu/esrs/vol46/colorado.pdf
Gašević et al., (2016), Huang & Fang, (2013). The effects of gender, educational level, and
personality on online learning outcomes during the COVID-19 pandemic, springeropen retrieved
from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-
00252-3

Gorski, P. (1995). A course in race and ethnicity: Language of closet racism. Retrieved from
http://curry.eduschool.virginia.edu/ go/multicultural/langofadracism2.html
Kupczynski, L., Ice, P., Gibson, A. M., Richardson, J., & Challoo, L. (2011). The impact of
frequency on achievement in online courses: A study from a South Texas University. Journal of
Interactive Online Learning, 10(3), 141-149. Retrieved from
http://www.ncolr.org/jiol/issues/pdf/10.3.3.pdf
Mohan, A., Sen, P., Shah, C., Jain, E., & Jain, S. (2021). Prevalence and risk factor assessment
of digital eye strain among children using online e-learning during the COVID-19 pandemic:
Digital eye strain among kids (DESK study-1). Indian Journal of Ophthalmology, 69(1), 140–
144. https://doi.org/10.4103/ijo.IJO_2535_20
Nistor, N. (2013). Stability of attitudes and participation in online university courses: Gender and
location effects. Computers & Education, 68, 284–292.

Turnbull, A.P., Turnbull. H.R., Erwin, E.J., Soodak, L.C., & Shogren, K.A. (2015). Families,
professionals, and exceptionality: Positive outcomes through partnerships and trust. Boston:
Pearson.