Quality Indicator framework for assessing DEel programs in Kenya: A Technological and Educational functional parameters approach
Omwenga, Elijah I
Gakuu, Christopher M
Kidombo, Harriet J.
. Mbwesa, Joyce K
Waiganjo, Peter W.
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The demand for university education has continued to grow and hence there has been a phenomenal expansion in enrolments that is not matching with the expansion of facilities. Several policy reports commissioned by the Government of Kenya highlight the importance of affordable, accessible and quality education through e-learning platforms to achieve education for all as envisaged by the Millennium Development Goals (MDGs). In particular, The Government of Kenya Policy Framework for Education, Training and Research highlights the unexploited means of access to education such as Open Distance and E-learning (ODeL) and virtual institutions particularly in higher education and training; unregulated examination and certification of Distance Education eLearning (DEeL) programmes and lack of national capacity for curriculum design for ICT-supported educational programmes to facilitate access to quality education to learners at all levels of the education system. As institutions of higher learning gear up to offer their academic programmes by DEeL mode of instructional delivery, there are concerns from stakeholders about the quality of the diploma and degree awards. This can be attributed to inadequate quality assurance standards to assess the quality and value of DEeL academic programmes. This paper is aimed at identifying critical factors influencing Distance Education and e-Learning (DEeL) in higher education in Kenya and to develop an appropriate framework for assessing quality indicator measures
CitationOmwenga, E. I., Gakuu, C. M., Oboko, R. O., Kidombo, H. J., Mbwesa, J. K., Waiganjo, P. W., & Libotton, A. (2016). Quality indicator framework for assessing DEel Programs in Kenya: A Technological and Educational functional parameters approach. Journal of Emerging Trends in Computing and Information Sciences, 7(4).
University of Nairobi
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