GG18_d1_2_3_glenda_crosling_v2

1. Access and Equity in
Higher Education in
Malaysia: A focus on
online/blended learning
Professor Glenda
Crosling
and
Dr Angela Lee
Sunway University
Malaysia

2. Malaysia: Huge Development in HE Participation
since 1957:
1% educated to post-secondary level

3. Access and Equity: HE in Malaysia Currently
48% tertiary enrolment rate

4. HE Access & Equity: Key Aspects
Access
Key driver, by 2025 HE enrolment 70%
21st century education, e learning
(Internet penetration now 67%)
Technology-enabled
innovations democratise access,
personalised learning experiences for
all students
Equity
Education actively supports social
mobility
Increase enrolment & completion rate,
disadvantaged social background
students
Demographic data collected to assess
equity of enrolment/completion of socio
economic groups
Acceptance/understanding of diversity
fostered in students
Aspiration: 2025, disadvantaged students
not under-represented in HE

5. Shifts to Achieve Aspirations: Shift 9, Globalised online learning
• Harnessed to widen access
• Incorporate Blended Learning (BL) model (integration of online
learning with face to face teaching)
• 70% of programmes to use BL

6. Case Study: Use of Blended Learning, Private HEI in Malaysia
(Crosling and Lee, 2017)
Reasons academic staff use BL:
• Help students access subject information and resources
• Enhance students’ understanding; provide support for teaching
Impact BL on subject
• Greater engagement & retention of students; increased student attainment
Challenges in using BL
• Time consuming, less satisfying than face-to-face teaching
• Negative attitudes to BL
• Staff require more training in BL
• Students need to be encouraged to use BL

7. Can BL facilitate the enrolment in HE and
completion of their studies of students
from disadvantaged social
backgrounds?