| dc.description.abstract | The telecommunication infrastructure in Kenya is low; therefore distance learning via the Internet
alone is not viable in many part of the country. This study sought to develop an Information and
Communication Technology (K'T) integration framework that would take into account the digital
divide in many parts of the country.
This study was carried out as a case study of Distance Education (DE) department in the Faculty
of External Studies, University of Nairobi (UON). The objectives of the study were to explore the
ICTs that are in use and those that can be brought onboard as well as the challenges associated
with the use of these ICTs and solutions to the same. The study also sought to establish the leT
readiness of the department. The purpose of the study was to develop an ICT integration
framework that is learner centered, i.e. one that takes care of the learners needs regardless of their
physical location in Kenya and that will serve as a guideline on the how of effective integration.
The study methodology included collection of data from DE learners, tutors, administrators and
learner support centers. This was done by use of questionnaires, interviews and observations.
The finding of the study revealed that the department is still in the first three generations of
Distance Education which are characterized by heavy use of printed materials for delivery of
course content, telephony and postal mail for communication between the tutors and learners.
The current model of DE was noted to be lacking in most of the modern K'Ts, These include use
of computers, audio-visual media, internet, web-based, TV, radio, satellite, etc.
The study recommends that UON should move fast to integrate modern ICTs to teaching and
learning in DE programs so as to reap their benefits. Their integration will make the delivery and
administration. of DE more effective .and efficient. The study also recommends that the University
should draw up an leT integration policy for DE that should be inline with other internal policies
of the institution and national policies. Such a plan should address areas of funding and
sustaining such an leT initiative, training of staff (tutors and technical staff), among others.
Finally the researcher developed the suggested framework for leT integration that can be applied
by any other institution that would wish to offer DE in Kenya. | en |
