Analyzing the Impact of Institutional Infrastructure on Learner Participation in Distance Learning: A Kenyan Perspective

Joyce Wagithi Kiruma; Ann Aseey; Dorothy Kyalo; Naomi Mwangi

doi:10.51867/ajernet.4.2.96

Authors

Joyce Wagithi Kiruma
joyce.githae@gmail.com
PhD Student, Department of Educational and Distance Studies, University of Nairobi, Kenya
Ann Aseey Senior lecturer, Department of Educational and Distance Studies, University of Nairobi, Kenya
Dorothy Kyalo Senior lecturer, Department of Education Management, Policy and Curriculum Studies,University of Nairobi, Kenya
Naomi Mwangi Senior lecturer, Department of Educational and Distance Studies, University of Nairobi, Kenya

Keywords:

Institutional Infrastructure, Distance Learning, Learner Participation, Online Education

Abstract

The paradigm shift towards distance learning has spurred the importance of institutional infrastructure in ensuring effective educational delivery. This study examines the relationship between institutional infrastructure and learner participation in the context of distance learning within Kenyan higher education. The research adopted a mixed-methods research design. The population of the study consisted of 441 learners in undergraduate programmes from the department of educational and distance studies at the University of Nairobi for the academic year 2022-2023. From this pool, a purposive sample of 180 students was selected to participate. A survey questionnaire, incorporating both quantitative and qualitative elements, served as the primary data collection tool. The data analysis was done using SPSS version 26. Thematic analysis of qualitative data was conducted to get insights into how institutional infrastructure affected learners involvement in distance learning. The results show that learner involvement in distant learning and institutional infrastructure have a positive and substantial connection (β1 = 0.637, p value< 0.000). As a result, the study clarifies how important institutional infrastructure is to the development of fruitful remote learning opportunities. This study adds to the expanding corpus of research in the area of remote education and helps develop evidence-based tactics for encouraging student engagement in online learning settings.

Dimensions

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