Enhancing Academic Progress of Distance Learners Through Online Learning Courseware Design in Public Universities in Kenya
Abstract
Distance learning, as a mode of educational delivery, continues to gain popularity worldwide. However, at the same time, it has been increasingly evident that in many instances, distance learners in various institutions of learning are hampered in terms of progressing and completing their studies as scheduled. It is in this context that this study was undertaken. The objective of this study was to determine the extent to which online learning courseware provided by learning institutions may influence the academic progress of distance learners in public universities in Kenya. Guided by the positivist paradigm and the equivalence theory, this study used a mix of quantitative and qualitative research approaches in a descriptive survey research design. A sample of 100 learners was drawn from 903 learners of the 2018/2020 cohort of distance learners in the B.Ed. Arts programmes from the University of Nairobi, and Kenyatta University.
Data was collected using a self-administered questionnaire, and a document observation guide. Descriptive and inferential statistics were used to analyze the data. A response rate of 77% was achieved.
Linear regression analysis showed that learning courseware had a statistically significant influence on academic progress of distance learners in public universities in Kenya, with a fairly significant adjusted r2 = .334, at a P-value .0001 (P value < 0.05). The study concluded that online learning courseware, with respect to availability, relevance, and sufficiency, positively and substantially influenced distance learners’ academic progress.
It was recommended that public universities ought to revitalize the implementation of distance learning programmes, and, by so doing, strategically ensure that the relevant courseware are available, and sufficient towards adequately supporting the learners’ academic prospects. The findings of this study potentially add to the relevant empirical and theoretical literature with respect to the distance learning environment, and more specifically the learning management system as a key component of this environment. The findings may potentially serve as a point of reference in policy formulation and decision-making by all providers of educational programmes through distance learning, related government agencies, and researchers. Further comparative research on the same variables, probably incorporating a larger sample of public and private universities is recommended.
