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

Authors : Mehmet Özkaya, Mustafa Tevfik Hebebci, Fatih Kaleci

Pages : 308-328

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Publication Date : 2025-06-30

Article Type : Research Paper

Abstract :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.
Keywords : Dijital bölünme, Senkron çevrimiçi uzaktan eğitim, yükseköğretim

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