Higher education at the margins - success criteria for blended learning systems for marginalized communities.

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.

Correction to: Physical home learning environments for digitally‑supported learning in academic continuing education during COVID‑19 pandemic.

[This corrects the article DOI: 10.1007/s10984-022-09406-0.].

Physical home learning environments for digitally-supported learning in academic continuing education during COVID-19 pandemic.

Since the outbreak of the COVID-19 pandemic in 2020, digital technologies for distance learning have been used in educational institutions worldwide, raising issues about social implications, technological development, and teaching and learning strategies. While disparities regarding access to technical equipment and the internet ('the digital divide') have been the subject of previous research, the physical learning environment of learners participating in online learning activities has hardly been investigated. In this study, the physical-spatial conditions of learning environments, including technical equipment for distance learning activities and their influence on adult learners in academic continuing education during initial COVID-19 restrictions, were examined.