Media dependency, uses and gratifications, and knowledge gap in online learning during the COVID-19 pandemic: The case of Afghanistan and Turkey

Rohullah Mohammad 1, Yasmin Aldamen 1 *
More Detail
1 New Media and Communication Department, School of Communication, Ibn Haldun University, Istanbul 34480, TURKEY
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 13, Issue 3, Article No: e202324. https://doi.org/10.30935/ojcmt/13097
OPEN ACCESS   1752 Views   1600 Downloads   Published online: 21 Mar 2023
Download Full Text (PDF)

ABSTRACT

This study aims to address how dependency on media for learning purposes increased dramatically during COVID-19 by assessing the effects of online learning on students’ academic performance during the COVID-19 pandemic with a specific focus on Afghanistan and Turkey. Through the theoretical framework of the uses and gratifications theory, the study tries to explain the uses of devices to use the internet for learning purposes to gratify the needs of students during the pandemic. Furthermore, the study tries to address how the knowledge gap between students of different countries affects students’ academic performance during online learning and their uses and gratifications of media during COVID-19.
The study followed the quantitative research method where primary data was collected from 400 participants (200 Afghan and 200 Turkish students) through a close-ended survey questionnaire. The study found that Turkish students were more satisfied with the online learning process during the COVID-19 pandemic than Afghan students. Furthermore, there is a considerable difference in attitude, perceived impact, and satisfaction with online learning during the COVID-19 pandemic among Afghan and Turkish students. Due to the knowledge gap, Turkish students had a better attitude toward online learning during the pandemic as compared to Afghan students. The study also found that Turkish students perceived a more significant impact of online learning on their academic performance during the COVID-19 pandemic in contrast to Afghan students. Limited access to different media and technological resources for Afghan students shaped their learning outcomes by lowering their academic performance.
Keywords: online learning, COVID-19 pandemic, media dependency, uses and gratifications, knowledge gap, students’ performance

CITATION

Mohammad, R., & Aldamen, Y. (2023). Media dependency, uses and gratifications, and knowledge gap in online learning during the COVID-19 pandemic: The case of Afghanistan and Turkey. Online Journal of Communication and Media Technologies, 13(3), e202324. https://doi.org/10.30935/ojcmt/13097

REFERENCES

  • Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Villanueva, C. A., Alecchi, B. A., & Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 26(6), 6823-6845. https://doi.org/10.1007/s10639-021-10473-8
  • Aldamen, Y. (2017). The role of print and electronic media in the defense of human rights: A Jordanian perspective. Jordan Journal of Social Sciences, 10(1). https://doi.org/10.12816/0040694
  • Al Hosni, B., Naidu, V. R., & Al Mandhari, S. (2023). Support for students with special needs during and after the COVID-19 pandemic through e-learning: A case study. SHS Web of Conferences, 156, 06004. https://doi.org/10.1051/shsconf/202315606004
  • Almarzouqi, A., Aburayya, A., & Salloum, S. A. (2022). Prediction of user’s intention to use metaverse system in medical education: A hybrid SEM-ML learning approach. IEEE Access, 10, 43421-43434. https://doi.org/10.1109/ACCESS.2022.3169285
  • Autila, R., Syafar, D. N., & Yulmiati, Y. (2023). Students’ attitude toward e-learning during COVID-19 pandemic at Informatics Department of Universitas Pgri Sumatera Barat. Jurnal Ilmiah Mandala Education [Mandala Education Scientific Journal], 9(1). https://doi.org/10.58258/jime.v9i1.4134
  • Ball-Rokeach, S. J., & DeFleur, M. L. (1976). A dependency model of mass-media effects. Communication Research, 3(1), 3-21. https://doi.org/10.1177/009365027600300101
  • Brown, P., & Keep, E. (2018). Rethinking the race between education & technology. Issues in Science and Technology, 35(1), 31-39.
  • Chen, E., Kaczmarek, K., & Ohyama, H. (2020). Student perceptions of distance learning strategies during COVID‐19. Journal of Dental Education, 85(S1), 1190-1191. https://doi.org/10.1002/jdd.12339
  • Clark, A. E., Nong, H., Zhu, H., & Zhu, R. (2021). Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic. China Economic Review, 68, 101629. https://doi.org/10.1016/j.chieco.2021.101629
  • Couldry, N., & Hepp, A. (2018). The continuing lure of the mediated center in times of deep mediatization: Media events and its enduring legacy. Media, Culture & Society, 40(1), 114-117. https://doi.org/10.1177/0163443717726009
  • Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
  • Dudovskiy, J. (2016). The ultimate guide to writing a dissertation in business studies: A step-by-step assistance. BRM.
  • El Omari, H., Chlouchi, K., Talbi, F. Z., Benboubker, M., Alaoui, M. M., Lahouiti, K., & Lalami, A. E. O. (2023). E-learning experience during COVID-19 pandemic management: Perception of secondary schools teachers’ in Morocco. Scientific African, 19, e01536. https://doi.org/10.1016/j.sciaf.2022.e01536
  • Elhadary, T., Elhaty, I. A., Mohamed, A. A., & Alawna, M. (2020). Evaluation of the academic performance of science and social science students in Turkish universities during the COVID-19 crisis. Journal of Critical Reviews, 7(11), 1740-1751.
  • Eli-Chukwu, N. C., Igbokwe, I. C., Ifebude, B., Nmadu, D., Iguodala, W., Uma, U., Ugochukwu, O., & Akudo, F. U. (2023). Challenges confronting e-learning in higher education institutions in Nigeria amid COVID-19. Journal of Applied Research in Higher Education, 15(1), 238-253. https://doi.org/10.1108/JARHE-09-2021-0346
  • Eyles, A., S. Gibbons, & P. Montebruno (2020). COVID-19 school shutdowns: What will they do to our children’s education? London School of Economics and Political Science. http://eprints.lse.ac.uk/104675/3/Eyles_covid_19_school_shutdowns_published.pdf
  • González-Pienda, J. A., & Rodríguez, C. (2017). Factors affecting academic performance. Nova Science Publishers.
  • Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID-19. Education and Information Technologies, 26, 6923-6947. https://doi.org/10.1007/s10639-021-10523-1
  • Gunes, A. (2020). The pandemic could be an opportunity for Turkish higher education. https://www.universityworldnews.com/post.php?story=20200506061559172
  • Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students and their level of satisfaction with online teaching. Cogent Arts & Humanities, 8(1), 1933684. https://doi.org/10.1080/23311983.2021.1933684
  • Hashemi, A., & Kew, S. N. (2021). The barriers to the use of ICT in English language teaching: A systematic literature review. Bilgi ve İletişim Teknolojileri Dergisi, 3(1), 77-88.
  • Hashim, S., Masek, A., Abdullah, N. S., Paimin, A. N., & Muda, W. H. N. W. (2020). Students’ intention to share information via social media: A case study of COVID-19 pandemic. Indonesian Journal of Science and Technology, 5(2), 236-245. https://doi.org/10.17509/ijost.v5i2.24586
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the coronavirus (COVID-19) pandemic. International Journal of Technology in Education and Science, 4(4), 267-282. https://doi.org/10.46328/ijtes.v4i4.113
  • Himat, A. N., Takal, M. H., & Hakimi, M. F. (2021). Afghan students’ satisfaction from online learning during COVID-19 at Kandahar University, Kandahar, Afghanistan. American International Journal of Social Science Research, 6(1), 16-29. https://doi.org/10.46281/aijssr.v6i1.931
  • Hwang, G.-J., & Chien., S.-Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3, 100082. https://doi.org/10.1016/j.caeai.2022.100082
  • Jafar, A., Dollah, R., Mittal, P., Idris, A., Kim, J. E., Abdullah, M. S., Joko, E. P., Tejuddin, D. N. A., Sakke, N., Zakaria, N. S., Mapa, M. T., & Vun Hung, C. (2023). Readiness and challenges of e-learning during the COVID-19 pandemic era: A space analysis in Peninsular Malaysia. International Journal of Environmental Research and Public Health, 20(2), 905. https://doi.org/10.3390/ijerph20020905
  • Jung, J.-Y. (2017). Media dependency theory. The International Encyclopedia of Media Effects. https://doi.org/10.1002/9781118783764.wbieme0063
  • Katz, E., Blumler, J. G., & Gurevitch, M. (1973). Uses and gratifications research. The Public Opinion Quarterly. 37(4), 509-523. https://doi.org/10.1086/268109
  • Khoa, B. T. (2020). The perceived enjoyment of the online courses in digital transformation age: The uses-gratification theory approach. In Proceedings of the 2020 6th International Conference on e-Learning (pp. 183-188). IEEE. https://doi.org/10.1109/econf51404.2020.9385490
  • Kooli-Chaabane, H., Lanthony, A., Boukaré, A., & Peyret, N. (2022). The abrupt shift to full online and then blended learning at a French Engineering School: Difficulties and practices, reaction and adaptation. In M. E. Auer, & T. Tsiatsos (Eds.), Interactive mobile communication, technologies and learning (pp. 26-38). Springer. https://doi.org/10.1007/978-3-030-96296-8_3
  • Kujur, F., & Singh, S. (2020). Visual communication and consumer-brand relationship on social networking sites-uses & gratifications theory perspective. Journal of Theoretical and Applied Electronic Commerce Research, 15(1), 30-47. https://doi.org/10.4067/S0718-18762020000100104
  • Mahmud, M. M., Ramachandiran, C. R., & Ismail, O. (2018). Social media dependency: The implications of technological communication use among university students. In S. F. Tang, & S. E. Cheah (Eds.), Redesigning learning for greater social impact (pp. 71-87). Springer. https://doi.org/10.1007/978-981-10-4223-2_7
  • Manzoor, S., & Safdar, A. (2020). Cultivation of fear through media: Analysis to reveal relationship between perception about COVID-19 and socio-economic background of media consumers. Review of Economics and Development Studies, 6(2), 317-328. https://doi.org/10.47067/reads.v6i2.198
  • Marinoni, G., Land, H. V., & Jensen, T. (2020). The impact of COVID-19 on higher education around the world. IAU Global Survey Report. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
  • Mohammadi, M. K., Mohibbi, A. A., & Hedayati, M. H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the COVID-19 pandemic in Afghanistan. Education and Information Technologies, 26(5), 5165-5198. https://doi.org/10.1007/s10639-021-10517-z
  • Muñiz, C. (2020). Media system dependency and change in risk perception during the COVID-19 pandemic. Blanquerna School of Communication and International Relations, 1(47), 11-26. https://doi.org/10.51698/tripodos.2020.47p11-26
  • Nguyen, M. H., Gruber, J., Marler, W., Hunsaker, A., Fuchs, J., & Hargittai, E. (2021). Staying connected while physically apart: Digital communication when face-to-face interactions are limited. New Media & Society, 24(9), 1461444820985442. https://doi.org/10.1177/1461444820985442
  • Noori, A. Q. (2021). The impact of the COVID-19 pandemic on students’ learning in higher education in Afghanistan. Heliyon, 7(10), e08113. https://doi.org/10.1016/j.heliyon.2021.e08113
  • Orfan, S. N., & Elmyar, A. H. (2020). Public knowledge, practices, and attitudes towards COVID-19 in Afghanistan. Public Health of Indonesia, 6(4), 104-115. https://doi.org/10.36685/phi.v6i4.356
  • Pangarso, A., & Setyorini, R. (2023). The drivers of e-learning satisfaction during the early COVID-19 pandemic: Empirical evidence from an Indonesian private university. Cogent Education, 10(1), 2149226. https://doi.org/10.1080/2331186X.2022.2149226
  • Reimers, F. M. (2021). Primary and secondary education during COVID-19: Disruptions to educational opportunity during a pandemic. Springer. https://doi.org/10.1007/978-3-030-81500-4
  • Rublev, G. V., Bogdanova, L. V., Isaeva, E. Y., & Galiakhmetov, R. N. (2021). Features the stability of the regional education system in the modern world. https://doi.org/10.15405/epsbs.2021.09.02.162
  • Sad, S. N., Goktas, O., & Bayrak, I. (2014). A comparison of student views on web-based and face-to-face higher education. Turkish Online Journal of Distance Education, 15(2), 209-226. https://doi.org/10.17718/tojde.02246
  • Salman, A. (2021). Media dependency, interpersonal communication, and panic during the COVID-19 movement control order. SEARCH Journal of Media and Communication Research, 13(1), 79-91.
  • Salmani, N., Bagheri, I., & Dadgari, A. (2022). Iranian nursing students experiences regarding the status of e-learning during COVID-19 pandemic. PloS ONE, 17(2), e0263388. https://doi.org/10.1371/journal.pone.0263388
  • Sarac, Y. (2021). ANALYSIS–The impact of online education during COVID-19 pandemic in Turkish higher education. https://www.aa.com.tr/en/analysis/analysis-the-impact-of-online-education-during-COVID-19-pandemic-in-turkish-higher-education/2163525
  • Sarwari, K., Kakar, A. F., Golzar, J., & Miri, M. A. (2021). Distance learning during COVID-19 in Afghanistan: Challenges and opportunities. Online learning and Digital Media, 19(2), 20427530211044757. https://doi.org/10.1177/20427530211044757
  • Saunders, M., Lewis, P., & Thornhill, A. (2019). Research methods for business students. Pearson.
  • Schleicher, A. (2020). The impact of COVID-19 on education insights from education at a glance 2020. OECD. https://www.oecd.org/education/the-impact-of-COVID-19-on-education-insights-education-at-a-glance-2020.pdf
  • Sekine, M., Watanabe, M., Nojiri, S., Suzuki, T., Nishizaki, Y., Tomiki, Y., & Okada, T. (2022). Effects of COVID-19 on Japanese medical students’ knowledge and attitudes toward e-learning in relation to performance on achievement tests. PloS ONE, 17(3), e0265356. https://doi.org/10.1371/journal.pone.0265356
  • Tadesse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 8(10), 159-170. https://doi.org/10.4236/jss.2020.810011
  • Tichenor, P. A., Donohue, G. A., Olien, C. N. (1970). Mass media flow and differential growth in knowledge. Public Opinion Quarterly, 34(2), 59-170. https://doi.org/10.1086/267786
  • Wang, Y., Matz-Costa, C., Miller, J., Carr, D. C., & Kohlbacher, F. (2018). Uses and gratifications sought from mobile phones and loneliness among Japanese midlife and older adults: A mediation analysis. Innovation in Aging, 2(3), igy027. https://doi.org/10.1093/geroni/igy027
  • WHO. (2020). Responding to community spread of COVID-19: Interim guidance, 7 March 2020. World Health Organization. https://apps.who.int/iris/handle/10665/331421
  • Wu, Y., & Song, D. (2019). Gratifications for social media use in entrepreneurship courses: Learners’ perspective. Frontiers in Psychology, 10, 1270. https://doi.org/10.3389/fpsyg.2019.01270
  • Yra, J. F. P., Castillo, R. H., Bautista, R. G., Camayang, J. G., & Camayang, A. G. G. (2020). Students’ online learning readiness and internet connectivity: Bases for the customization of QSU e-Aral. American Journal of Educational Research, 8(11), 878-884. https://doi.org/10.12691/education-8-11-8
  • Yusuf, B. N., & Ahmad, J. (2020). Are we prepared enough? A case study of challenges in online learning in a private higher learning institution during the COVID-19 outbreaks. Advances in Social Sciences Research Journal, 7(5), 205-212. https://doi.org/10.14738/assrj.75.8211
  • Zheng, M., Bender, D., & Lyon, C. (2021). Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: Empirical evidence from a school-wide comparative study. BMC Medical Education, 21(1), 1-11. https://doi.org/10.1186/s12909-021-02909-z