Abstract
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.<input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />
Highlights
Background and Literature ReviewThe last few decades have witnessed rapid expansion of higher education institutions in Kenya
The study took into consideration equity in programme delivery across the geographical locations represented in the study, programme staffing, the resources used in the ODeL programmes in Kenya, and the levels of satisfaction of the programme participants
The majority of the lecturer respondents felt that the programme delivery was not consistent across all the geographical regions represented in the study
Summary
It is becoming increasingly clear that our ability to cope with rapid changes will become the primary measure of success at both macro and micro levels (Khan, 1997) This increased demand has seen ODeL fast becoming an accepted and indispensable part of the mainstream educational platforms in both developed and developing countries, with particular emphasis in the latter (UNESCO, 2002). Accelerating change has often overtaken even the most stable of our social institutions, including education, and the rate of change will no doubt increase in the years ahead. The number of refugees and homeless or displaced people may increase significantly, necessitating flexible educational provision
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