Browsing by Author "Shirandula, Ayub"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Open Access
    Blended Learning Course Experience at Kaimosi Friends University
    (2023-10) Ronoh, Lilian; Shirandula, Ayub; Ronoh, Hillan; Commonwealth of Learning (COL)
    In 2019, the Commonwealth of Learning (COL) supported Kaimosi Friends University (KAFU), previously known as Kaimosi Friends University College (KAFUCO), in adopting a technology-enabled learning (TEL) policy, with the main aim of improving the quality of learning outcomes and fostering innovations. In the 2020/2021 academic year, nine Moodle-based blended courses from three different departments were developed and implemented on the Moodle learning management system. This report presents the findings of a survey amongst students enrolled in those courses. The outcome of this study is intended to assist the university with improving students’ satisfaction with blended courses and their appreciation of information and communication technologies’ significance in teaching. The results make clear that KAFU students had no trouble with using the relevant technologies. In addition, students found the courses relevant, they were satisfied with their course experiences, and they were confident about doing well when using a blended delivery mode.
  • Thumbnail Image
    Item
    Open Access
    Report on the Baseline Study of Technology-Enabled Learning at Kaimosi Friends University College
    (2020-03) Omieno, Kelvin K; Shirandula, Ayub; Bonareri, Mercy M
    This baseline survey report offers insights about the perceptions, practices and enabling environment of technology-enabled learning (TEL) at Kaimosi Friends University College (KAFUCO), Kenya. The report addresses the level of literacy and other abilities of students and teachers at KAFUCO in relation to their competencies, skills and knowledge required in 21st-century higher education spaces. The purpose of the report is to adopt affordable and appropriate technologies at KAFUCO to improve student learning outcomes. The report highlights that learners are eager to learn how to use TEL strategies. The readiness of teachers/academics varies, so there is a need for receptiveness, nurturing and capacity building around teaching and learning in a digital age. This baseline survey has also revealed the need for institutional or systemic scaling up of TEL policy, resources and infrastructure if KAFUCO is to fully embrace the digital readiness of its learners and academics.