Unraveling determinants of quality in blended learning: are there gender-based differences?

Abstract

PurposeThe purpose of this paper is to model the factors influencing the quality of learning experiences (LE) of students in blended learning (BL) environments in higher education (HE) sector, and to assess whether these factors differ across gender.Design/methodology/approachA literature review combined with in-depth interviews of a broad range of stakeholders were used to develop a conceptual study model, which was then empirically tested using data collected from a global sample of 267 students from diverse BL environments. Factor analysis and binary logistic regression were used to test the study model.FindingsA five factor solution emerged for both genders, therefore concluding that the identified factors did not play a statistically significant role in predicting the gender of students. Thus, the same factors may be used to enhance the quality of LE of both male and female students.Research limitations/implicationsEven though the sample represents respondents from different universities around the world, and the methodology used has authenticated the findings, the results need to be implemented carefully due to the non-probabilistic sampling. Therefore, similar studies can be repeated in future in other BL environments to validate the results in a broader context.Practical implicationsThe findings suggest that managers of HE institutions may use similar factors to achieve quality LE for both male and female students.Social implicationsEffective design of courses suitable for both genders will support better LE potentially leading to higher retention and enrollment rates for students and supporting lifelong learning.Originality/valueWhile universities worldwide are increasingly using BL environments as delivery mode, limited research has focused on the factors that affect the quality of LE in such settings. This paper addresses this gap and tests whether the same factors are relevant for both genders.