THE INFLUENCE OF ONLINE LEARNING IN OFFLINE LEARNING AMONG JOURNALISM STUDENTS ON EXAM PERFORMANCE: A CASE STUDY OF KHYBER PAKHTUNKHWA

Abstract

This study examines the influence of online learning on offline learning and exam performance among journalism students in Khyber Pakhtunkhwa, Pakistan. The research explores how digital access, socioeconomic status, and learning environments impact academic outcomes, guided by the Knowledge Gap Hypothesis Theory. A quantitative survey design was employed, collecting data from 166 journalism students across multiple universities. Key findings reveal that online learning enhances flexibility, self-reliance, and access to resources, with a majority of students agreeing it improves their understanding of journalism concepts and reduces dependency on physical books. However, disparities exist: urban students and those from higher socioeconomic backgrounds benefit more due to better digital access, while rural students face technical challenges. Additionally, online learning is perceived to widen academic gaps, promote memorization over conceptual understanding, and reduce fairness in exams due to cheating concerns. Despite these challenges, many students prefer recorded lectures for exam preparation and report reduced anxiety with online learning. The study underscores the need for equitable digital infrastructure and blended learning approaches to mitigate inequalities and optimize educational outcomes for all students.