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members. The IQR indicates that the Taha, 2014; Volery, 2000), barriers
variability of ELr scores is more among towards eLearning (Al Gamdi & Samarji,
male faculty members than in female 2016; Lloyd, et al., 2012), technological
faculty members and the median score challenges (Aldowah, 2017; Goulãoak,
of ELr of male faculty members is more 2013; O"Donnell, 1991). Fleming, Becker
than that of female faculty members. It & Newton, (2017) claimed that there
also shows that the ELr scores of both is significant difference in the virtual
female and male faculty members are learning style of males and females.
symmetrically distributed and there Alenezi, 2012; Navani & Ansari, 2016
are no obvious outliers in any of the claimed that gender has significant
samples. The result of one way ANOVA correlation with regard to attitude
( F (1, 419) = 2.165, p = .142) indicated towards eLearning. Further, from figure
that there was no significant influence 2 (b), it can be interpreted that both
of gender on ELr scores which is in female and male faculty members are
line with the findings of many studies almost equal in terms of their TR. Both
which stated that gender does not have female and male faculty members scored
any significant impact on ELr (Agboola, least in terms of PR followed by their
2006; Oketch et. al., 2014; Soydal et. least score in A dimension. They both
al., 2011) perception towards eLearning scored higher on RR when compared
(Mutiaradevi, 2009; Wong & Atan, 2007,) to PR and A. Thus, it can be concluded
and the present finding is in contrast that gender does not have any influence
to the findings of studies which stated on ELr scores of faculty members and
that gender differences were observed they both are technologically ready for
with regard to perception towards: eLearning. However, their readiness in
effectiveness/readiness of eLearning terms of their pedagogical practices and
(Islam, 2011; So & Swatman, 2005; attitude towards eLearning is very low.

Figure-2 (a): Box plot displaying the ELr scores of Faculty members according
to their gender; (b) Dimension wise readiness mean scores of faculty
members with respect to their gender

Indian Journal of Educational Technology 125
Volume 3, Issue 2, July 2021