Designing for diversity
A scoping review of equity in higher education’s blended learning practices
Bibliographic Data
| ID | 21522440 |
|---|---|
| Authors | Emma Price (0009-0003-9627-8401, Federation University, corresponding author), Tiffany Winchester (Federation University) |
| Year | 2025 |
| Volume | 52 |
| Issue | 5 |
| Pages | 3465-3483 |
| Publication date | 2025-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-025-00859-9 |
| OpenAlex | W4411508393 |
| Language | EN |
| References cited | 40 |
This scoping review examines the impact of blended learning, especially the dichotomy of synchronous and asynchronous, on equity in higher education. Employing the Arksey and O’Malley (2005) framework, the literature is systematically reviewed to understand how these educational paradigms can facilitate or hinder equitable learning experiences, particularly in response to the educational shifts brought about by the COVID-19 pandemic. The review reveals that while blended learning can enhance flexibility and broaden educational access, it does not inherently eliminate existing disparities. Major challenges include varying levels of digital literacy among students, unequal access to technological resources, and a pressing need for faculty to implement more inclusive pedagogical strategies. Achieving genuine equity in blended learning environments demands comprehensive institutional support, innovative teaching approaches, and ongoing adaptation based on student feedback. The implications for practice call for a re-evaluation of course design and delivery to better support all students, with particular attention to those from historically marginalised groups. This review contributes to the ongoing dialogue about reimagining higher education environments, advocating for strategic adjustments to create truly inclusive educational landscapes
Asynchronous communication · Blended Learning · Educational Equity · Educational technology · Engineering ethics · Higher education · Knowledge management · Management · Pedagogy · Political science · Public relations · Sociology · Computer Science · COVID-19 and Mental Health · Educational Innovations and Technology · Engineering · Online and Blended Learning · Psychology
A framework for institutional adoption and implementation of blended learning in higher education
A Review of Research on Universal Design Educational Models
Student experiences in an interactive synchronous HyFlex design thinking course during Covid-19
Fostering inclusive higher education through universal design for learning and inclusive pedagogy – EU and US faculty perceptions
Learning through experience
Supporting engagement and retention of online and blended-learning students
Competence development in collaborative hybrid learning among health sciences students
Using blended learning in South African social work education to facilitate student engagement
Applying blended synchronous teaching and learning for flexible learning in higher education
Strong Equity
The equity dilemma
Exploring HyFlex learning modality through adaption-innovation theory for student learning equity
Digital inequalities in time of pandemic
What Do We Mean by Blended Learning
An examination of an inquiry-based hybrid online/in-person science methods course
Scoping studies
| Highly cited | No |
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