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Effectiveness of Synchronous and Asynchronous Learning Among Trainees with Visual Impairment in Public Technical and Vocational Education and Training Institutions in Kenya
Abstract
Education is a fundamental right for all individuals, including those with disabilities. Trainees with disabilities, like all other learners, are entitled to quality education and should be included in all forms of learning, including synchronous and asynchronous. In the 21st century, technology plays a critical role in education, and these learning models are designed to offer unique educational opportunities for every learner, including those with visual impairments. While synchronous and asynchronous learning hold the promise of flexible and accessible learning experiences, they can also present barriers for trainees with visual impairments. Supporting these learners effectively has become a vital responsibility for educational institutions. This study, therefore, focused on assessing the effectiveness of synchronous and asynchronous learning among trainees with visual impairments in public Technical and Vocational Education and Training (TVET) institutions in Kenya. The study specifically examined the accessibility of digital resources for synchronous learning, evaluated the accessibility of digital resources for asynchronous learning, and explored trainers’ preparedness to support trainees with visual impairments in both learning modes. A mixed-methods research design was adopted, combining both quantitative and qualitative approaches. The findings revealed varying levels of effectiveness in digital learning platforms for visually impaired trainees. While some trainees reported improved comprehension and access, others encountered significant challenges, including limited platform availability, inaccessible content formats, and feelings of social isolation. Peer interaction was moderate, indicating some engagement but leaving room for improvement. Despite these challenges, the study provides meaningful insights particularly the need for screen reader compatibility, accessible content formats, and clearer instructional design. The findings underscore both the potential and current limitations of digital tools in fostering inclusive education and point to actionable areas for improvement in public TVET institutions.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 6717
Country
Kenya
Region
Africa
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PCF11_Paper_6717.pdf
Adobe PDF, 508.78 KB
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Date
2025-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)