Factors Influencing Learners’ Enrolment in Distance Learning Programmes in Kenya: a Case of University of Nairobi
Abstract
The increased demand and need for continuous learning have led to the introduction of
Open, Distance, and e-Learning (ODeL) programmes in Kenya owing to their
flexibility and convenience and the fact that conventional institutions cannot cope with
ever increasing demand of higher education. The focus of this study was to investigate
factors influencing learners‘ enrolment into Distance learning programmes in Kenya:
the case of ODeL campus, University Of Nairobi with reference to Diploma in Adult
Education and Community Development programme. The study was guided by the
following objectives: To assess the influence of learners‘ characteristics on enrolment
of learners in Distance learning programmes in Nairobi University. To assess the
influence of Instructional materials on enrolment of learners into Distance Learning
programmes in Nairobi University. To assess the extent to which economic factors
influence enrolment into Distance learning programmes. To determine the extent to
which technology influence learners enrolment into Distance learning programmes. The
study adopted a descriptive survey design. The population of this study was learners
who had enrolled into Diploma in Adult Education and Community Development
programme. The researcher used snow ball technique to select learners enrolled in the
programme as well as the graduates of the course. The study mainly utilized one
questionnaire for the learners and graduates. A pilot study was conducted with
respondents with similar characteristics in all respect to the target population. Each
item of the completed questionnaire was discussed with those involved in the pilot
study. The researcher also applied content validity to improve the validity of the
questionnaires where experts‘ opinions was sought. Split half method was used to
determine reliability of the questionnaires. Data was collected by the researcher. Data
was analyzed both qualitatively and quantitatively. Quantitatively, the data was
analyzed using descriptive statistics aided by Statistical Package for Social Science
(SPSS) computer application and Microsoft Excel. Quantitative data was presented by
use of tables, percentages, mean, mode and frequencies. Qualitative data was analyzed
by establishing the categories and themes, relationships/ patterns and conclusions. The
study findings revealed that most distant learners are adults employed and with family
commitments. Instructional materials mostly used are the modules with little use of
online materials. Loan facilities from Higher Education Loans Board were not available
to distant learners forcing them to result to their SACCOS and banks for loans to enable
them finance their education. University of Nairobi has not fully embraced use of
technology in delivery of distance learning programmes resulting to use of print media
as the main mode of delivery. The study recommends on improvement of learner
support services to cater for the different learner characteristics. There is need to
diversify Instructional materials to cater for different needs and situations of the distant
learners. The Government should consider financing distant learners through loans
from HELB to ease the fees burden and finally there is need to integrate technology in
delivery of distant learning programmes.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5981]
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