Factors influencing readiness to adopt open and distance learning in Kenya medical training college, Lodwar campus, Turkana county, Kenya (original) (raw)
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Delivery of open, distance, and e-learning in Kenya
The International Review of Research in Open and Distributed Learning, 2012
The increased demand and need for continuous learning have led to the introduction of open, distance, and e-learning (ODeL) in Kenya. Provision of this mode of education has, however, been faced with various challenges, among them infrastructural ones. This study was a survey conducted in two public universities offering major components of ODeL, the University of Nairobi and Kenyatta University. These universities were purposely selected for the study, whose respondents included the students registered in ODeL and the lecturers and senior administrators involved. Analysis of the relevant documents was also undertaken, while library literature was reviewed on the integration of ODeL into the provision of education in Kenya. The study established that efficient and optimal delivery of ODeL in Kenya faces both economic and infrastructural challenges. However, strengthening the existing relevant structures would address some of the challenges.
2013
Today, demand for higher education has been so high such that face to face learning in the University cannot accommodate the high numbers of student who want higher education through the regular program. The purpose of this study was to investigate the factors influencing enrolment o f distance education at the University of Nairobi in Lamu County. The objectives of this study were; to determine the extent to which learner characteristics influence enrolment of distance learning programe, the extent to which physical facilities influence enrolment of distance programe of Lamu county, to what extent do learners support services influence enrolment into distance programes, the extent to which economic factors influence enrolment into distance program and the extent to which economic factors influence enrolment into distance program and the extent to which social cultural factors influence enrolment into distance learning programes in Lamu county. It is hoped that the findings of this ...
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There is a clear indication that the level of adoption of Open, Distance and e-Learning (ODeL) by tertiary institutions is still very low in Uganda. This study examines the barriers and possible strategies to improve the adoption of ODeL in tertiary institutions, which is critical in teaching and learning. This study used a qualitative research approach involving conversational focus discussion groups to explore the institutional administrators' perspectives on the level of adoption of ODeL. The study results showed a drop in the enrolment levels in most tertiary institutions during the Covid-19 period. Whereas a few ICT facilities were available in all institutions, there was no indication that some were specifically dedicated to ODeL use. Critical barriers to ODeL adoption included the high cost of equipment needed to start ODeL, limited internet bandwidth, the high cost of data, limited skills of the staff and students, practical academic programmes requiring physical presence, declining enrolment levels, programmes examined by external bodies that did not embrace online assessment, and lack of policies for ODeL implementation and assessment. The study recommends a participative approach involving different stakeholders right from management down to individual staff and students, developing institutional policy guidelines for ODeL, conducting institutional readiness for online teaching, learning and assessment, training staff and students, and creating the awareness that integrating ODeL into curricula is critical and a necessity. Therefore, concerted efforts by the tertiary institutions and government are pivotal to enable investment in ICT Infrastructure, the development of ODeL policy, and the training of staff and students of tertiary institutions to appreciate ODeL as a valuable mode of learning delivery in the contemporary world.
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Demand for higher education in Kenya has continued to rise over the years thereby outstripping the available supply in the conventional face-to-face programmes. This can be attributed to two major factors. First, are the reforms in the basic education sector, for example, the Free Primary Education and the Free Day Secondary Education which have enhanced enrolment and completion rates in these lower levels. Second, is the changing labour market trend which requires workers to be re-tooled during their working life. Universities therefore have to cope with demand for education from young secondary school graduates as well as older citizens who are already working. To meet this high demand for higher education as well as provide flexible education for the working class, universities in Kenya must leverage the potential of ICT in teaching and learning. Despite moves by most universities in Kenya more than a decade ago to embrace Open and distance learning (ODL) programmes that utilise ...
In many countries distance learning has been adopted and has had significant success in terms of accommodating large number of students at the same time. Despite Distance Education (DE) mode of learning having been introduced in Kenya in the 1960’s at the University of Nairobi, only a few students are reported to have completed various courses through the mode. This study seeks to establish how level of awareness of educational managers about DE mode of learning in Western Region of Kenya determine their support for the DE mode of learning. The objective of this paper is to examine the extent to which the level of awareness of educational managers about ODL mode of delivery determines their support for the mode of leaning in the western region of Kenya. The data collected was analyzed using both qualitative and qualitative techniques. A hypothesis was also tested at 0.05 level of significance using Chi-square statistical test to address the phenomenon. The findings showed that educational managers’ support for DE mode of learning was determined by their level of awareness about DE mode of learning. The study recommended that teacher training institutions should revise their syllabi to include
Journal of Education and Practice, 2013
This article is grounded on basic argument that higher education is a necessity for all citizens and not a right for a privileged few. The authors advocate for the adoption of Open and Distance Education (ODE) in all the higher learning institutions in order to ensure access to higher education by all. Studies done on ODE reveal that there is no significant difference between the performance of students who go through ODE and their counterparts in the traditional classroom. Data for the study was collected through desk review. Discussion of empirical studies on ODE is done with a view to demystify the concept of ODE as a viable strategy to improve and develop higher education in Kenya using the case of the University of Nairobi.
Attitudes and perceptions of students to open and distance learning in Nigeria
The International Review of Research in Open …, 2006
In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This 'single mode' of open education is different from the integration of distance learning system into the face-to-face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers' Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students' Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally hold a positive perception and attitude towards ODL, compared to traditional forms of higher education.
Open Educational Resources and the Opportunities for Expanding Open and Distance Learning (OERS-ODL)
International Journal of Emerging Technologies in Learning (iJET), 2013
Distance learning (DL) was a teaching modality which utilized technology to deliver teaching to students who were not physically present such as in a traditional classroom setting. DL was not constrained by geographic considerations and therefore offered unique opportunities to expand educational access. The University of Namibia (UNAM) and International Training and Education Center for Health (I-TECH) partnered to examine DL at UNAM, to assess strengths and weaknesses, and to make recommendations for improvement. The primary method used in this assessment was interviews with staff at centers and units engaged in Distance Learning at UNAM. It was analyzed how interactions vary between instructor and learner, among learners, and between learners and learning resources. DL at UNAM was categorized into five approaches including: 1) Outreach, 2) Print-based, 3) Computer based, 4) Internet-based, and 5) Digital Video Conferencing (DVC). All-in-all, a strategy of â??starting smallâ? was...
Ajayi, T. B & Dzever, L. T. (2018). Perceived Challenges to the Development and Expansion of Open Education Resources of Distance Learning Programme in Nigeria. Journal of Popular Education in Africa. 2(3), 42 – 59., 2018
Distance education has faced numerous challenges in programmes' implementation and invariable attainment of objectives during its decade's history. Though, it remains that the distance education provision constitutes a very small component of higher education provision within the Federal education system in Nigeria and Africa. Using a questionnaire, this study examined the extent to which open educational resources, development and expansion of Distance Education (DE) has influenced Distance Learners of the University of Ibadan, in the SouthWest , Nigeria. This was considered in terms of quantity and quality of the available human recourses, infrastructure and material resources as well as the adequacy and relevance for the development and expansion of Distance Education in Nigeria. Findings indicate that University of Ibadan distance education is yet to make full progress in the area of open educational resources as well as development and expansion of Distance Education. Although there were enough course tutors for the programme, the quality was not commensurate to the needs of the programme. Some of the print media (modules) used for instructional delivery were available only in soft-copies, as students are made to pay heavily at Cyber Café to have these modules printed. Challenges of development reported include lack of Wi-Fi facilities for students' use and inability to solve problems of time and scheduling. The study recommends that Governments should provide the enabling environment, the right manpower and infrastructure to build virile distance education programmes that would unlock the potential of many people who may never have such an opportunity because of limited space in the conventional system of instructional delivery.