The purpose of this study is to determine the benefits of online learning among undergraduate students at a specific university and to investigate whether there are any differences in perception based on gender. A total of 477 participants completed structured questionnaires, and descriptive statistics were used to analyze the data. The Mann-Whitney U test was used to test the hypotheses, which does not require normality or homogeneity of variance assumptions. Results suggest that online learning, particularly the use of recorded lectures, offers several benefits for management undergraduates, including improved learning outcomes, flexibility and control, and access to a wider range of learning resources. The study also found that there is no significant difference in perceived benefits between male and female management undergraduates. These findings highlight the potential of online learning to enhance student learning outcomes and improve education quality in management. To enhance the effectiveness of online learning, educators should focus on creating engaging and interactive courses that promote active learning and student engagement. Additionally, institutions should invest in educator training and support to ensure that they are equipped with the necessary skills and knowledge to deliver effective online courses.