Browsing by Author "Ngatia, David"

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    Open Access
    Baseline Study on Technology-Enabled Learning at the University of Kabianga
    (2023-08) Kamonjo, Florence W; Ngatia, David; Tabot, Benedicta; Onsare, Paul
    This report presents the findings of a baseline study conducted at the University of Kabianga (UoK), Kenya. The study’s aim was to establish the status of access to and use of information and communication technologies (ICT) for teaching and learning at UoK. The baseline study established that UoK’s institutional preparedness status can be represented as ‘emerging preparedness.’ UoK provides Internet access to both instructors and learners in some areas of the university. However, learners felt they should have Internet access in more places, including their hostels, to improve the TEL experience. Learners had positive perceptions about using technology in their learning, but they indicated the need for greater bandwidth and for more desktop computers to be available in non-ICT courses. The study also established that lecturers have positive attitudes towards the use of TEL. However, they have concerns about a lack of faculty training on TEL and a lack of time to develop courses for delivery using technology.
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    Impact of Online Teaching Capacity Building Programmes on Online Teaching: A Case of University of Kabianga Kenya
    (2022-09) Ngatia, David; Kamonjo, Florence; Goshtasbpour, Fereshte
    PCF10 Sub-theme: Building Resilience // The Covid-19 pandemic disrupted educational programmes globally, Kenya being not an exception. Most universities in Kenya closed down before slowly shifting to online teaching shrouded with challenges, partly due to inadequate staff expertise in online teaching. There was therefore a need for capacity building on online teaching to build resilience and support the achievement of Sustainable Development Goal 4 amidst the pandemic. The University of Kabianga initiated programmes to train the teaching staff on online education. The staff were also encouraged to enrol for online teaching Massive Open Online Courses (MOOCs) offered locally and internationally. This study sought to assess the lecturers’ perceptions of the impact of these online teaching capacity building programmes in terms of relevance, effectiveness, efficiency, and sustainability. The study is underpinned by the Impact Evaluation Model and Mezirow's transformative learning theory. Descriptive-participatory research design through an online survey was used for data collection and the results revealed that although the programmes were considered relevant, most lecturers were averse to the interventions and recommends further structured training. // Paper ID 5146
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    University Students’ Preferences, Perception and Challenges of Online Learning. A Case of University of Kabianga, Kenya
    (2022-09) Kamonjo, Florence; Ngatia, David
    PCF10 Sub-theme: Building Resilience // An online class is a system where students can learn, discuss issues with fellow students, clarify doubts with teachers, share material and assess academic progress through the help of computer and internet-oriented technologies. Online learning (OL) had been ignored in many parts of developing countries due to challenges such as lack of access and affordability of Information Communication Technology (ICT). Since the breakout of Covid–19 pandemic in 2020, lockdowns became a challenging situation for everyone and in every sector of the economy, education included. As a result online classes are gaining so much importance all over the world, and has shifted the thought of educators that “Online class is Optional” to “Online class is necessary”. This study looked at students’ preferences, perception and challenges during newly introduced OL at University of Kabianga (UoK). The study is anchored on connectivism theory of learning. Descriptive quantitative and qualitative research design was used and was conducted through an online survey. Study population was 600 2nd year student at UOK, who were taking OL for their first time due to Covid-19 pandemic. Sample size was 240 2nd year students randomly selected. Data was analyzed using descriptive and inferential statistics. Findings indicate that learners preferred smart phones as their learning device, and blended OL. Learners have positive perception towards OL despite citing a number of challenges experienced during OL, such as lack of digital devices, poor and unreliable internet, and power connectivity, unconducive OL environment at campus and lack of digital skills needed for OL. // Paper ID 6074