Inequality of Opportunity in Distance Education during the Pandemic Process

This study was carried out in order to determine whether the distance education carried out during the pandemic period caused inequality in education among students, and designed as a case study. The working group was formed with the participation of 58 students from Isparta Gazi Social Sciences Hig...

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Bibliographic Details
Published in:TOJET the Turkish online journal of educational technology 2022-01, Vol.21 (1)
Main Authors: Ebru YILMAZ İNCE, KABUL, Nurcihan, KABUL, Ahmet
Format: Article
Language:English
Subjects:
Access to education
Attitudes
Digital divide
Distance Education
Distance learning
Education
Inequality
Internet
Interviews
Literature reviews
Nontraditional Education
Pandemics
Qualitative analysis
Qualitative research
Regional development
Semi Structured Interviews
Social sciences
Students
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Summary:This study was carried out in order to determine whether the distance education carried out during the pandemic period caused inequality in education among students, and designed as a case study. The working group was formed with the participation of 58 students from Isparta Gazi Social Sciences High School. The data were collected through semi-structured interview, one of the qualitative research techniques. The interview was considered appropriate in terms of screening the situation of the students. Interview form technique was used in the interviews. In the preparation of the interview form, the information obtained from the literature review, the opinions of 1 teacher and 2 academicians were used. According to the results of the research, it has been determined that students' access to equipment such as internet and computers increases the inequality of opportunity among students in the distance education process. Also, some students receive help and private lessons from different educational institutions. Almost all of these students live in provinces. In this case, it has been determined that regional and socio-economic inequalities persist in distance education.
ISSN:1303-6521