Assessment of Learners' Preparedness for Digital Learning as Supplement of Self-Learning Materials in Private and Public Universities in Kenya

Abstract

Due to an over whelming population and  increasing demand, it is not possible for country like Kenya to provide higher education to all who really need it through formal mode. Open and Distance Learning (ODL) is one of the best alternatives to satisfy the growing demand for education of a variety of learners, it is important to understand their availability and utilization based on gender at the university level. For this reason, this study conducted a comparative assessment of how computers, telecommunication and audio-visual systems are used in different universities in Kenya (both public and private) particularly within teacher education. Descriptive survey using the ex post facto study design was utilized. The study used three hundred (300) fourth year Bachelor of Education students who were selected using the stratified random sampling method from universities in Kenya. Questionnaires were discussed with research supervisors and other experts to enhance their validity. Reliability was determined using the Cronbach alpha method and a reliability coefficient of 0.70 was considered acceptable. Data from the questionnaires was analyzed using the Statistical Package for Social Sciences (SPSS) version 17.0. The findings are: Lecturers and students were using various ICTS frequently for educational purposes but needed additional training and encouragement on utilizing of some, need for appropriate technical support to utilize various ICTs for learning and teaching. Unreliable electricity/power supply contributed negatively to its effective utilization.   Lastly Universities had no ICT-use policies to guide teacher education students and lecturers. Among the recommendations: The universities should design and conduct ICT-use courses among teacher education students and lecturers in universities in Kenya, strengthen the technical support, invest in alternative power sources and  implement ICT-use policies that can be integrated into teacher education programmes.