INTERNATIONAL JOURNAL OF RESEARCH CULTURE SOCIETY

Abstract:    The sudden change to online learning globally as a result of the COVID-19 pandemic has affected traditional schooling. For students in adolescence, it presented opportunities as well as challenges due to access to online sources of information and support from the family, the teaching style and norms of social interaction. This paper looks at such experiences among 240 secondary and higher secondary school students in Karaikudi, Thiruppathur Taluk, Sivaganga District of Tamil Nadu, India with respect to gender differences on access to devices, participation in class room activities as part of virtual instruction to study matters at home; parents’ support and assistance; and teacher’s help besides well-being. A descriptive survey design was employed, using semi-structured interview schedule that investigated demographics, access to digital equipment and the internet, experiences with learning and parental or teachers support, stress level as well perceptions of gender equity. Findings show that online learning was conducive to educational continuation and contributed to students’ digital and self-learning competencies. But the problems students encountered were numerous - ranging from limited devices and patchy internet, to less teacher contact, screen fatigue and psychological strain. Girls, in particular, were more dependent on shared devices and parental support and were also assuming extra household burdens. Parents, particularly mothers, and teachers were instrumental in maintaining students’ motivation. The paper highlights that gender-responsive, gender-inclusive and supportive approaches in digital education are critical to ensure equal access to quality learning opportunities and well-being for all students.