Providing access to higher education for people in marginalized communities, in particular for refugees, requires to re-think the traditional ways of teaching and learning in higher education institutions. The challenges of these circumstances both in terms of access to learning materials and the opportunity to collaboratively learn with others require specific support via appropriate didactical settings. Blended learning arrangements, i.e., settings that bring together online learning activities with synchronous, co-located settings show potential for addressing these requirements. In the present study, we examine the success factors in the design of blended learning settings for supporting higher education in marginalized communities. Based on an established model of blended learning success, we explore the specific challenges of the target group via a survey which was distributed to students of different subject areas and of the higher education programs of Jesuit Worldwide Learning. The 80 survey participants analyzed in this paper live in refugee camps, or marginalized areas located in rural and remote areas in Afghanistan, Guyana, India, Iraq, Kenya, Malawi, Myanmar, Philippines, Sri Lanka and Thailand. While we could confirm the success factors that also apply for blended learning scenarios in traditional settings, we also found evidence for the crucial role of facilitation in both, online and co-located learning phases, and challenges regarding the access to suitable infrastructure. Both need to be considered during design of blended learning programs for this target group.

为边缘化社区的人们，特别是难民提供接受高等教育的机会，需要重新思考高等教育机构的传统教学方式。这些情况在获取学习材料和与他人协作学习的机会方面的挑战需要通过适当的教学环境提供具体支持。混合学习安排，即将在线学习活动与同步、同地办公的环境结合在一起的环境，显示出满足这些要求的潜力。在本研究中，我们研究了混合学习环境设计的成功因素，以支持边缘化社区的高等教育。基于已建立的混合学习成功模型，我们通过分发给不同学科领域的学生和耶稣会全球学习的高等教育项目的调查来探索目标群体的具体挑战。本文分析的 80 名调查参与者居住在阿富汗、圭亚那、印度、伊拉克、肯尼亚、马拉维、缅甸、菲律宾、斯里兰卡和泰国的难民营或农村和偏远地区的边缘化地区。虽然我们可以确认也适用于传统环境中的混合学习场景的成功因素，但我们也发现了促进在在线和同地学习阶段的关键作用的证据，以及在访问合适的基础设施方面的挑战。在为该目标群体设计混合式学习计划时，都需要考虑这两者。