Equity and Accessibility in Blended Learning at Higher Education: An Exploratory and Confirmatory Factor Analysis

Abstract

This study aims to explore the factors that influence access and equity in blended learning in higher education because this approach may not fully support learning equity and learning access. The study utilized a correlative survey model of the quantitative research method, gathering data from 420 students from social science disciplines at state and private universities through an online questionnaire. The data were collected through Google Forms, distributed to the students, and then analyzed using Structural Equation Modeling (SEM). The survey results indicated that the identified factors form a model of access and equity in blended learning. The results also showed that learning style, learning content, and learning activity significantly impact access and equity in blended learning. The findings have practical implications for enhancing access and equity in learning. The implications are administrators should consider providing services to develop content and learning activities to tailor content and learning activities to students’ learning styles, organize workshops to improve the skills of stakeholders and enhance quality management to develop common vision for enhancing access and equity in blended learning.