The effect of open and distance learning in coping with digital divide

The digital divide, seen as one of the important problems of the digital era, has dimensions such as technology ownership, technology use, internet access, and socio-economic level. It is thought that it can benefit from mass technology-oriented application tools and open and distance learning in coping with the digital divide. The aim of this thesis research is to determine the impact of open and distance learning in tackling the digital divide. For this purpose, the digital divide scores of the first term and final term/graduate students studying in Anadolu University Open Education system were compared in terms of different demographic characteristics. In this research, which was carried out as an explanatory sequential design, one of the mixed method research models, answers were sought to the three research questions asked by using both quantitative and qualitative data. For the first question of the research, it was determined that the digital divide levels of the first-term Open Education students were lower than the digital divide levels of the last-term students. The reason for this is that the average age of the first semester students is lower and therefore their use of technology is higher. Supporting this result, it was found that the digital competencies of students aged 30-40 were statistically higher than students aged 40 and over. In the comparison made by income level, the digital gap scores of those with a high income level were higher than those with a lower income level. In the comparison made according to working status, the group with the highest numerical competence score was determined as those working in the private sector.