Factors Determining the Success of Synchronous Learning in Kenyan Universities During Covid-19 Period

Abstract

Due to infrastructure, expertise, and other issues, a number of Kenyan institutions have been unable to properly implement online learning resulting in a sluggish uptake. They had to transition to online learning relatively immediately to ensure that learning could resume. Despite the fact that Kenyan universities launched online learning more than a decade ago, learners and teachers alike disliked it because of its poor implementation. Despite the availability of course materials via web portals, face-to-face meetings were still required for introductory lectures and assessments. With Covid-19 outbreak, the need for online courses became obvious, and universities soon resorted to online meeting platforms to supplement their learning management systems. Covid-19 is still present and expected to create further disruptions, thus the emergence of synchronous learning via video conferencing as a solution. As a result, the study intended to establish how Kenyan universities have benefited from the rapid adoption of synchronous learning, as well as the factors that have influenced those benefits. A conceptual framework was developed using the DeLone and McLean IS success model. A positivist approach and quantitative data were used to determine the success factors. With a sample size of 385, a survey was performed with a response rate of 89%. The study discovered that ease of learning, cost, relevance, and system use all played a role in synchronous learning's success in Kenyan universities. The study suggests that security and data policies be developed, that proper investments be made in online teaching and learning platforms, that the requisite technological skills to operate in a synchronous learning setting be acquired, and information compliance with learning requirements be adhered to as a roadmap for the implementation and uptake of synchronous learning in all Kenyan universities. Keywords: Synchronous learning, video conferencing, Covid-19, IS success model of DeLone and McLean