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

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Title: Equity and Accessibility in Blended Learning at Higher Education: An Exploratory and Confirmatory Factor Analysis
Language: English
Authors: Ulfia Rahmi (ORCID 0000-0002-5195-554x), Yulianto Santoso (ORCID 0000-0001-7735-0779), Yullys Helsa (ORCID 0000-0001-9808-4561), Azrul (ORCID 0000-0003-2091-7302)
Source: Turkish Online Journal of Distance Education. 2025 26(4):109-130.
Availability: Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Access to Education, Equal Education, Blended Learning, Higher Education, College Students, Cognitive Style, Course Content, Learning Activities, Technology Uses in Education, In Person Learning, Electronic Learning
ISSN: 1302-6488
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485935
Database: ERIC
FullText Links:
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  Data: Equity and Accessibility in Blended Learning at Higher Education: An Exploratory and Confirmatory Factor Analysis
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  Data: <searchLink fieldCode="AR" term="%22Ulfia+Rahmi%22">Ulfia Rahmi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5195-554x">0000-0002-5195-554x</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yulianto+Santoso%22">Yulianto Santoso</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7735-0779">0000-0001-7735-0779</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yullys+Helsa%22">Yullys Helsa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9808-4561">0000-0001-9808-4561</externalLink>)<br /><searchLink fieldCode="AR" term="%22Azrul%22">Azrul</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2091-7302">0000-0003-2091-7302</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Distance+Education%22"><i>Turkish Online Journal of Distance Education</i></searchLink>. 2025 26(4):109-130.
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  Data: Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
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  Data: 22
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink>
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  Data: 1302-6488
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  Label: Abstract
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  Data: 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.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 109
    Subjects:
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
    Titles:
      – TitleFull: Equity and Accessibility in Blended Learning at Higher Education: An Exploratory and Confirmatory Factor Analysis
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              M: 01
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              Y: 2025
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