Mixed methods research highlights variations in blended learning experiences among EFL learners, suggesting systemic improvements for inclusion and equity in education.
The ubiquitous internet connection and the rapid development of the learning management system make blended learning (BL) a feasible way to eliminate educational disparity and achieve inclusive and equitable quality higher education for all, regardless of gender and background in China. This study aims to ascertain whether students’ blended learning experience (BLE) differs according to students’ gender and place of residence and to find out the difference. Sequential mixed methods approach was used including a questionnaire survey of a sample of 530 EFL learners and two qualitative focus group interviews of 12 participants. Results showed that after one year of BL, English as a Foreign Language (EFL) students had positive BLE in general, and students from the big city and the town had better BLE than students from the countryside. Besides, students of different genders and places of residence varied in their perceptions of BL. Considering these findings helps us better design BL to achieve equitable quality learning.
No takes yet. Share an insight, caveat, or question.
Jia-nan et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: