This research investigated the impact of blended learning on access to higher education in Rwanda, and it involved 10 institutions that have integrated this model. The study targeted university students, lecturers, academic registrars, and IT senior staff. It applied to mixed-methods approach which considers both qualitative and quantitative data. Data collection included online surveys for students and lecturers, as well as face-to-face interviews with academic registrars and IT staff. Quantitative analysis used statistical methods like Chi-square and ANOVA, while qualitative data underwent thematic analysis.
Findings revealed that both students and lecturers had positive perceptions of blended learning due to its flexibility, cost-effectiveness, and ability to support self-paced and collaborative learning. The model was particularly beneficial for students who balance work and studies, which contributes to increased enrolment. Respondents highlighted that blended learning enabled more students to pursue education remotely, a crucial advantage during disruptions such as the COVID-19 pandemic.
Despite its benefits, challenges included limited digital skills among students and faculty, inadequate IT infrastructure, a shortage of technical support staff, and underdeveloped learning design. To address these issues, the study recommended upgrading IT facilities, providing continuous digital training, expanding technical support teams, and collaborating with stakeholders to enhance access to affordable IT devices. In conclusion, while challenges remain, the study revealed that blended learning enhances access to higher education by offering flexible study options and aligning with modern educational needs.