This study is in response to the call for more research into the effect of online learning during the COVID-19 pandemic, which has affected students all over the world. Specifically, this study investigated the role of gender in online learning during the pandemic, aiming to promote gender responsiveness for female students. This study investigated information and communications technology (ICT) as a potential gender-responsive mechanism for online learning, particularly its uses in specific and collaborative learning. For the empirical investigation, this study analyzed data from students who experienced an online transition during the 2020 spring semester in one large public university in the United States. To do so, this study used a latent moderated structural equation model. The findings of the study empirically support the use of ICT for specific learning to enhance online learning for all students and for collaborative learning as gender-responsive ICT uses. This study discusses the implications of our findings in the context of improving gender responsiveness during the post COVID-19 era.

Keywords: ICT Use, Gender Responsive, Collaborative Learning, SEM.