Özet:

The production and consumption of information that makes social life possible is carried out through digital tools in recent years thanks to the development of technology. As a result of this new position of knowledge, education has inevitably entered the digitalization process. Since the beginning of the 2000s, digital education (distance education), which has been discussed as the education system of the future, has become a necessity with the pandemic process. During the pandemic process, digital education has been experienced in Harran University as well as in the rest of the world. One of the most important claims of digital education is that it is a method that will ensure equality in education. This study aims to investigate whether digital education can provide equality through the experiences of Harran University students. Quantitative research method was used in the study. The questionnaire form sent to all university students through Harran University Registrar's Office was applied on a voluntary basis. Responses were received from 1770 people using the simple random sampling technique. Data were collected on Google forms between 19 August 2020 and 9 November 2020. The obtained data were analyzed with SPPS (Statistical Package for the Social Sciences) 21.0. In the study in which the descriptive method was used, analyzes were made on the variables of gender, economic status and settlement. At the end of the study, it was determined that digital education's having technological tools and having technological knowledge at a level to use these tools create a new area of inequality. At the end of the study, although it is predicted that digital education will be used more effectively in the future, it has been concluded that contrary to the claim that it is an egalitarian system, it will produce its own inequalities.

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