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.

/pdf/delivery-of-open-distance-and-e-learning-in-kenya-3ne9camdsm.pdf

Delivery of Open, Distance, and E-Learning in Kenya

The purpose of this study was to assess the status of e-learning in public universities in Kenya. Data were collected using questionnaires administered to both students and lecturers randomly sampled from seven public universities. Questionnaire responses were triangulated with interviews from key informants and focus group discussions (FGDs). Data were analyzed qualitatively and through use of descriptive statistics. Findings revealed that e-learning is at its infant stage in universities in Kenya. Majority of universities lacked senate approved e-learning policies to guide structured implementation. A few lecturers (32%) and students (35%) used e-learning and few courses (10%) were offered online. Majority of online uploaded modules (87%) were simply lecture notes and not interactive. Again, universities in Kenya lacked requisite ICT infrastructure and skills. The study recommends that universities partner with the private sector to improve ICT infrastructure, build capacity, and standardize e-learning programs in the country.

/pdf/status-of-e-learning-in-public-universities-in-kenya-2faxuibxr1.pdf

Status of E-Learning in Public Universities in Kenya

– The use of technology in education can be utilized in the assessment, namely in the form of e-assessment. E-assessment is an assessment with an online system (e-assessment). Can make assessment more efficient in terms of time, funding, and achievement of assessment objectives. This study adopted Thiagarajan's research with the stages of development and evaluate. The number of samples used was 168 students and 14 teachers from senior high school 10 in Batanghari and senior high school in 5 Batanghari. The findings of this study are the system description, this motivational e-assessment is made from MySQL software, because of the ease of installation and use and small hard drives and memory traces. And this application can be used simultaneously. Exploration results show that effective assessment using motivational e-assessment has a good category of 72.6% with a total of 122 students from 168 students. Then the response of teachers using motivational e-assessment is in a good category 50.0% with a total of 7 teachers from 14 teachers, which means the teacher's response to student motivation is very good in assessment or evaluation. This is that e-assessment is important to use because it can make it easier for teachers to make an assessment of themselves because it is in line with the Industrial Revolution 4.0.

/pdf/e-assessment-motivation-in-physics-subjects-for-senior-high-3dw8v59sr9.pdf

E-assessment motivation in physics subjects for senior high school

Public universities in Kenya are, today, turning to the use of e-learning in an attempt to cope with the rapidly increasing demand for university education. This research was conducted between Febr...

https://journals.sagepub.com/doi/pdf/10.1177/2042753016672902

Challenges Affecting Adoption of E-Learning in Public Universities in Kenya.

Education is a processor effort carried out by someone to gain knowledge, skills, and habits in life. Today education in Indonesia is much influenced by globalization and the development of technology, information, and communication (ICT). ICT has become one of the aspects that is very much considered in the world of education from now on. The use of ICT in planning, process, and evaluation of learning is a very lively discussion discussed by Indonesian education practitioners. The teacher must be able to process the development of ICT in a positive direction so that students do not forget their original culture as the Indonesian nation. many things teachers can do by using Tats in the learning process. Teachers can find more educational references, teachers can use ICT as a learning medium. By using e-learning, students will become more motivated in learning. One form of e-learning based learning is to use a 3D page flip book application. The e-book is an innovative book that is designed to produce printed books because it produces products in the form of soft and economical distribution files. The ethnic-constructivistic module developed here will use a professional 3D page flip. In this research, we will see how the implementation of e-learning-based learning, ethnoconstuctivist multimedia with module uses a 3D page flip book. In addition, in this study, it will also be seen how students' responses and motivation after learning using the 3D page flip book application.

/pdf/supporting-technology-4-0-ethoconstructivist-multimedia-for-3qcd2r9ime.pdf

Supporting Technology 4.0: Ethoconstructivist Multimedia for Elementary Schools

This paper reports on a study of the implementation of science teacher education through virtual and open distance learning in the Mashonaland Central Province, Zimbabwe. The study provides insight into challenges faced by students and lecturers on inception of the program at four centres. Data was collected from completed evaluation survey forms of forty-two lecturers who were directly involved at the launch of the program and in-depth interviews. Qualitative data analysis revealed that the programme faces potential threat from centre-, institution-, lecturer-, and student-related factors. These include limited resources, large classes, inadequate expertise in open and distance education, inappropriate science teacher education qualifications, implementer conflict of interest in program participation, students’ low self-esteem, lack of awareness of quality parameters of delivery systems among staff, and lack of standard criteria to measure the quality of services. The paper recommends that issues raised be addressed in order to produce quality teachers.

/pdf/challenges-of-virtual-and-open-distance-science-teacher-4o8yq4bnim.pdf

Challenges of Virtual and Open Distance Science Teacher Education in Zimbabwe

This case study explored teachers’ conceptions of Indigenous Knowledge (IK) in secondary school science education in Mberengwa district of Zimbabwe. Five purposively sampled science teachers from two schools in Mberengwa District participated in this study. Interviews and document analysis were used to collect data. Data analysis was on-going in the field through a constant comparative technique. Post field data analysis of transcribed interviews and field notes was done through content analysis. Data is presented in narrative form and supported by direct extracts from interview discussions and field notes. The major themes that emerged from the data were that teachers have a limited conception of IK and do not perceive IK as useful science content. Furthermore, it emerged that the teachers’ conception and perception of IK is greatly influenced by the covert nature of secondary school science syllabi on IK. This study recommends further research on a wider scale to determine the prevalence of this type of knowledge on IK.

/pdf/teachers-conception-of-indigenous-knowledge-in-science-30pnqv1mhi.pdf

Teachers' conception of indigenous knowledge in science curriculum in the context of mberengwa district, zimbabwe

This research surveyed 11 purposely sampled Bindura University of Science Education (Zimbabwe) Bachelor of Science Education Honous Part III pre-service science teachers’ use of improvised and virtual laboratory experimentation in science teaching. A self-designed four-point Likert scale twenty-item questionnaire was used. SPSS Version 10 was used to analyse data. Frequencies, means, standard deviations and standard error means were used to systematically evaluate variables on pre-service teachers’ use of the technological resources. Most pre-service teachers (90.9%) used improvised laboratory experimentation in their teaching. However, although the pre-service teachers knew the value and benefits of virtual experimentation, they did not use the technology in their teaching. The methods course (Pedagogics in Science Teaching) for the pre-service science teachers should be more focused on specific instructional uses of technology and technical skills rather than familiarisation with technology, to effectively integrate technology in their teaching to support student-centred learning.

/pdf/pre-service-teachers-use-of-improvised-and-virtual-1nhdc10ic4.pdf

Pre-Service Teachers' Use of Improvised and Virtual Laboratory Experimentation in Science Teaching.

Student science teacher attrition under VODL has been a critical concern in the field of education for many years. Student teacher attrition is another term used for student teacher turnover, which are changes in student teachers’ status from Semester to Semester. Student Teacher turnover may include Student teachers leaving the course, or Student teachers leaving the university. This study sought to find out the major reasons for student teachers’ attrition under the VODL mode of delivery at BUSE through a survey gathering the perspectives of the students who have dropped out of this mode of teaching and learning. The collected data is analysed through the IBM SPSS v. 19. Situational factors are indicated in this study as the major reasons for student attrition under VODL. There is no correlation between the cited reasons for attrition to gender, age or program of study. It is recommended that any intervention mechanisms should put lecturers in the forefront as they are perceived by the former students as the most significant others.

/pdf/attrition-of-pre-service-student-science-teachers-under-the-4myjx525sc.pdf

Attrition of Pre-service student science teachers under the Virtual, Open and Distance Learning mode at Bindura University of Science Education in Zimbabwe

Lovemore Kusure

Papers

Challenges of Virtual and Open Distance Science Teacher Education in Zimbabwe

Teachers' conception of indigenous knowledge in science curriculum in the context of mberengwa district, zimbabwe

Pre-Service Teachers' Use of Improvised and Virtual Laboratory Experimentation in Science Teaching.

Attrition of Pre-service student science teachers under the Virtual, Open and Distance Learning mode at Bindura University of Science Education in Zimbabwe