Negotiating Gendered Spaces in Tertiary Virtual Learning Environments: A Quantitative Study of Inclusivity and Interaction

Abstract

This study investigates how students negotiate gendered spaces in tertiary virtual learning environments (VLEs) and examines patterns of participation, interaction, and perceived inclusivity across genders. Employing a quantitative, cross-sectional research design, data were collected from 316 BS (4-Year) Social Sciences students at a public sector university using a structured questionnaire, which was pilot-tested for clarity and reliability. Univariate analysis was conducted to identify distribution patterns and variations in engagement, communication, and inclusivity perceptions. Findings reveal that male and female students navigate virtual spaces differently, reflecting broader social norms and culturally embedded gender expectations. The study situates these results within the frameworks of social constructionism, techno-feminism, feminist pedagogy, and the community of inquiry, highlighting the importance of gender-sensitive instructional design and platform management. Overall, the study underscores the need for inclusive strategies to foster equitable participation and interaction in online tertiary education.