Institutional factors influencing enrollment in distance Learning programmes at the University of Nairobi: a case Of Bachelor of Education (Arts) in Meru Region, Kenya
Distance learning programmes have gained prominence in the 21st Century owing to their flexibility and convenience and the fact that conventional institutions cannot cope with ever increasing demand of higher education. The research project was out to investigate institutional factors influencing enrolment on Distance learning programmes in the UON with reference to Bachelor of education (Arts) in the Meru Region, Kenya. The study was guided by the following objectives: To examine the relationship between management practices and enrolment in distance education. To establish relationship between marketing strategies and enrollment in D. E. To establish the extent in which LSS relates to enrolment in distance education. To determine the influence of use of technology to enrollment in D.E. The conceptual framework shows that above variables are interrelated and are all key to distance learning programmes. The study adopted a descriptive survey design. The questionnaire consisted open and structured questions targeting Bachelor of Education (Arts) students in the University of Nairobi in Meru Region. A sample study comprised 80 respondents out of 303 that formed the target population. The researcher administered questionnaire to B.Ed (Arts) studying by distance. The findings were used to make recommendations on factors influencing enrollment in D.E programmes in the U.O.N., a case of B.Ed (Arts) in the Meru Region. Chapter four focused on the response rate, presentation of the data, interpretation and discussion of the research findings. The data was analyzed and presented in form of percentages and mean based on the objectives of the study. Chapter five outlined the summary of the findings, conclusions and recommendations. The findings of the research was that pertinent issues of management practices, marketing, LSS and technology influences enrolment in D.E learning programmes. Recommendations were floated; these included the need for UON to have a blue print strategic plan of marketing D.E in the Meru region and the need to integrate ICT in the mainstream teaching among others. Further research on provision of LSS and generally on the factors influencing offering of D.E programmes across the board in all Kenyan universities were suggested.