Success factors of blended-learning systems from the perspective of students living in remote marginalized communities globally. An evaluation of JWL´s higher education blended-learning system.

The objective of this study is to identify the factors that determine the success of blended learning systems from the perspective of students in marginalized regions situated globally.
A better understanding of the target-group-specific factors that impact the success of blended-learning systems in terms of satisfaction with the system and intention to continue using the system can help to achieve the goal of providing access to higher education to a wider range of youth in marginalized areas such as refugee camps. The method of a comparative literature analysis is used in this thesis to investigate the current state of research on the success factors of blended-learning systems. Based on the findings from the literature review, the research framework of Zhang & Dang, 2020 is chosen as the framework to be applied to the case study. In the context of Jesuit Worldwide Learning (JWL), an NGO that has been provid-ing blended-learning programs for higher education in marginalized regions for more than 10 years, the quantitative investigation of the success factors is con-ducted through an online survey completed by students in marginalized regions in Afghanistan, Guyana, India, Iraq, Kenya, Malawi, Myanmar and Sri Lanka. The results reveal that the following factors influence the success of blended-learning systems from the perspective of students in marginalized regions worldwide:
Intention to use the system for further courses, Satisfaction, Motivation, Teaching Method, Information Quality, System Quality, Service Quality, Media Richness, Task-Technology Fit, Blended-Learning-Flexibility, Learning Climate, Facilitator Characteristics and within JWL’s context the hardware and internet connectivity. JWL specific conditions as well as the findings from the literature analysis are in-cluded in the interpretation of the results.