Purpose This study aims to interrogate the effectiveness of b-learning in environments characterized by gender digital disparities to ensure learner satisfaction. Design/methodology/approach A quantitative survey of 237 learners in a tertiary institution was used to gather data. The study made use of a stratified sampling technique. A PROCESS macro in SPSS and an Independent Samples t-test were used to analyze the collected data. Findings The effect of blended learning on the elements that affect learner satisfaction is both positive and significant. Furthermore, these elements also positively and significantly impact learner satisfaction. Among these, digital literacy and social presence emerge as the most crucial factors for success. Gender does not significantly influence the assessment of three elements related to the success of blended learning: digital literacy, learning flexibility and learner attitudes. However, gender does have a positive and significant effect on how learners perceive the importance of social presence within a blended learning environment. Practical implications To fully harness the advantages of b-learning for all learners, it is important to emphasize digital literacy and social presence, as these aspects wield a greater impact on learner satisfaction than learners’ attitudes and learning flexibility. Higher education leaders should implement foundational programs designed to enhance digital skills for every student, regardless of gender. To diminish or potentially eradicate gender digital divide inequity, especially in disadvantaged communities, it is imperative to thoroughly incorporate all three interaction types that define social presence into information technology (IT) platforms. These interactions encourage female learners to actively participate and engage with IT-driven educational approaches. Originality/value Although there is a national label of gender digital divide inequity, this research demonstrates gender digital equity within higher education institutions. Blended learning is an effective pedagogical approach, even in educational settings marked by differences in digital access between genders.
Musa Nyathi (Sat,) studied this question.