What makes blended learning work for marginalized students?
Students in JWL blended programs rated intention and satisfaction highest among success factors, informing criteria for connected higher education at the margins.
Source
Higher education at the margins - success criteria for blended learning systems for marginalized communities
Study at a glance
- Design
- Other — Mixed-methods blended-learning success survey plus qualitative feedback in a JWL case
- N
- N=450 · About 450 students had completed or were taking the courses
- Population
- Students in Jesuit Worldwide Learning blended programs for marginalized communities
- Outcome
- Rated blended-learning success factors (intention, satisfaction, motivation, etc.)
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What makes blended learning work for marginalized students?
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About 450 students had completed or were taking the courses
450 students had completed these courses or were in the process of doing so, and thus in principle would have been eligible to participate in the study.
What educational model is evaluated for marginalized learners?
success criteria of a blended-learning system for students living in marginalized regions globally
What they did
Researchers applied a blended-learning success model (building on Zhang and Dang) in a Jesuit Worldwide Learning case context serving marginalized learners. They combined questionnaire ratings of success factors with qualitative feedback to identify criteria for effective blended systems.
What they found
Questionnaire factors were generally rated positively. Intention and satisfaction received the highest approval, with motivation and teaching method also above average; learning climate, service/information quality, and task-technology fit were somewhat lower.
The limits
What it doesn't show
A single-provider case study cannot prescribe one global blended model, and positive ratings do not equal controlled evidence that changing a factor raises learning achievement.
Key terms
- Blended learning
- Combining online and onsite/mediated learning components in one program design.
- Success criteria
- Factors judged important for whether a blended system works for its learners.
- Task-technology fit
- How well tools match the learning tasks students must complete.
- Jesuit Worldwide Learning (JWL)
- An initiative offering digital/blended higher education approaches in marginalized regions.
- Connected learning
- Education models linking remote learners to higher-education opportunities through blended/digital pathways.
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Common questions
Who is the learner population?
Students in marginalized regions served by JWL blended/connected learning programs.
Which factors ranked highest?
Intention and satisfaction.
What model informed the survey?
A blended-learning success questionnaire approach associated with Zhang and Dang.
Why does this matter beyond one NGO?
Authors link better blended criteria to expanding refugee/marginalized access to higher education.
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