A Comparison of the Digital Divide Across Faculties in Synchronous Online Distance Education

Mehmet Özkaya; Mustafa Tevfik Hebebci; Fatih Kaleci

Makale detayları

A Comparison of the Digital Divide Across Faculties in Synchronous Online Distance Education

Yazarlar:

Mehmet Özkaya | Mustafa Tevfik Hebebci | Fatih Kaleci

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.7 Issue 1, pp.308-328

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001341214

pISSN:

2687-1831

Anahtar kelimeler:

Özet:

 This study aimed to examine first- and second-level digital inequalities experienced by higher education students participating in synchronous distance education during the COVID-19 pandemic and to compare these experiences across different faculties. Additionally, the study explored students preferences regarding types of distance education, including asynchronous, synchronous, and blended learning. Conducted with a cross-sectional research design, the study included 766 students from seven faculties and vocational schools. Participants were selected through convenience sampling. Data were collected online via a survey developed based on digital inequality indicators, specifically within the context of remote education during the pandemic. The findings revealed that most students had access to at least one technological device for educational purposes during the second academic year of the pandemic. However, approximately one-third of the participants followed their courses solely through smartphones. Smartphone use was more prevalent among students from low-income backgrounds or rural areas. These students typically had limited access to high-speed internet and restricted online connectivity. Participants reported a moderate level of perceived information and communication technology ICT proficiency. Male students perceived themselves as significantly more proficient in ICT use than female students. Similarly, students from the Faculties of Education and Engineering reported significantly higher levels of perceived ICT proficiency compared to students from other faculties. Regarding preferences for distance education, the average scores for asynchronous, synchronous, and blended methods were close to the moderate level. A significant difference was found between male and female students: while female students preferred synchronous education, male students favored asynchronous and blended approaches. No significant differences were observed in distance education preferences across faculties.

 This study aimed to examine first- and second-level digital inequalities experienced by higher education students participating in synchronous distance education during the COVID-19 pandemic and to compare these experiences across different faculties. Additionally, the study explored students preferences regarding types of distance education, including asynchronous, synchronous, and blended learning. Conducted with a cross-sectional research design, the study included 766 students from seven faculties and vocational schools. Participants were selected through convenience sampling. Data were collected online via a survey developed based on digital inequality indicators, specifically within the context of remote education during the pandemic. The findings revealed that most students had access to at least one technological device for educational purposes during the second academic year of the pandemic. However, approximately one-third of the participants followed their courses solely through smartphones. Smartphone use was more prevalent among students from low-income backgrounds or rural areas. These students typically had limited access to high-speed internet and restricted online connectivity. Participants reported a moderate level of perceived information and communication technology ICT proficiency. Male students perceived themselves as significantly more proficient in ICT use than female students. Similarly, students from the Faculties of Education and Engineering reported significantly higher levels of perceived ICT proficiency compared to students from other faculties. Regarding preferences for distance education, the average scores for asynchronous, synchronous, and blended methods were close to the moderate level. A significant difference was found between male and female students: while female students preferred synchronous education, male students favored asynchronous and blended approaches. No significant differences were observed in distance education preferences across faculties.

 This study aimed to examine first- and second-level digital inequalities experienced by higher education students participating in synchronous distance education during the COVID-19 pandemic and to compare these experiences across different faculties. Additionally, the study explored students preferences regarding types of distance education, including asynchronous, synchronous, and blended learning. Conducted with a cross-sectional research design, the study included 766 students from seven faculties and vocational schools. Participants were selected through convenience sampling. Data were collected online via a survey developed based on digital inequality indicators, specifically within the context of remote education during the pandemic. The findings revealed that most students had access to at least one technological device for educational purposes during the second academic year of the pandemic. However, approximately one-third of the participants followed their courses solely through smartphones. Smartphone use was more prevalent among students from low-income backgrounds or rural areas. These students typically had limited access to high-speed internet and restricted online connectivity. Participants reported a moderate level of perceived information and communication technology ICT proficiency. Male students perceived themselves as significantly more proficient in ICT use than female students. Similarly, students from the Faculties of Education and Engineering reported significantly higher levels of perceived ICT proficiency compared to students from other faculties. Regarding preferences for distance education, the average scores for asynchronous, synchronous, and blended methods were close to the moderate level. A significant difference was found between male and female students: while female students preferred synchronous education, male students favored asynchronous and blended approaches. No significant differences were observed in distance education preferences across faculties.

 Bu araştırmada, COVID-19 pandemisi sürecinde senkron uzaktan eğitim alan yükseköğretim öğrencilerinin birinci ve ikinci düzey dijital eşitsizliklere maruz kalma durumlarının incelenmesi ve bu deneyimlerin fakültelere göre karşılaştırılması amaçlanmıştır. Ayrıca, katılımcıların tercih ettikleri uzaktan eğitim türleri asenkron, senkron ve harmanlanmış de araştırılmıştır. Kesitsel araştırma yöntemine göre yürütülen çalışmaya, yedi farklı fakülte ve meslek yüksekokulundan toplam 766 yükseköğretim öğrencisi katılmıştır. Katılımcılar, kolayda örnekleme yöntemiyle belirlenmiştir. Veriler, dijital eşitsizlik göstergeleri temel alınarak geliştirilen bir anket formu aracılığıyla çevrimiçi toplanmıştır. Bulgular, katılımcıların salgının ikinci eğitim-öğretim yılında öğrenim amacıyla en az bir teknolojik cihaza erişebildiğini; ancak yaklaşık üçte birinin yalnızca akıllı telefonla derslerini takip ettiğini ortaya koymuştur. Düşük gelir grubunda bulunan veya kırsal bölgelerde yaşayan öğrenciler arasında akıllı telefon kullanımının daha yaygın olduğu belirlenmiştir. Bu öğrencilerin genellikle düşük hızlı internet bağlantısına sahip oldukları ve sınırlı çevrim içi erişim imkânlarına sahip oldukları görülmüştür. Katılımcıların algılanan bilgi ve iletişim teknolojileri BİT becerilerinin orta düzeyde olduğu saptanmıştır. Erkek öğrenciler, kadın öğrencilere kıyasla anlamlı düzeyde daha yüksek BİT becerisi algısına sahiptir. Benzer şekilde, Eğitim Fakültesi ve Mühendislik Fakültesi öğrencilerinin, diğer fakültelere kıyasla daha yüksek düzeyde algılanan BİT becerisine sahip oldukları bulunmuştur. Uzaktan eğitim tercihlerine ilişkin analizde, asenkron, senkron ve harmanlanmış yöntemleri tercih eden öğrencilerin puan ortalamalarının orta düzeye yakın olduğu görülmüştür. Cinsiyete göre tercihlerde anlamlı bir farklılık saptanmış; kadın öğrenciler senkron eğitimi, erkek öğrenciler ise asenkron ve harmanlanmış eğitimi daha fazla tercih etmiştir. Fakültelere göre uzaktan eğitim tercihlerinde ise anlamlı bir farklılık gözlenmemiştir.

Makale detayları

A Comparison of the Digital Divide Across Faculties in Synchronous Online Distance Education

Yazarlar:

Mehmet Özkaya | Mustafa Tevfik Hebebci | Fatih Kaleci

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.7 Issue 1, pp.308-328

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001341214

pISSN:

2687-1831

Digital divide

Synchronous online distance education

Higher educationDijital bölünme

Senkron çevrimiçi uzaktan eğitim

yükseköğretim

Sayı

Makale detayları

A Comparison of the Digital Divide Across Faculties in Synchronous Online Distance Education

Yazarlar: Mehmet Özkaya | Mustafa Tevfik Hebebci | Fatih Kaleci

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.7 Issue 1, pp.308-328

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001341214

pISSN: 2687-1831

Digital divide

Synchronous online distance education

Higher educationDijital bölünme

Senkron çevrimiçi uzaktan eğitim

yükseköğretim

Sayı

Yazarlar:

Mehmet Özkaya | Mustafa Tevfik Hebebci | Fatih Kaleci

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.7 Issue 1, pp.308-328

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001341214

pISSN:

2687-1831