Abstract
With the emergence of the COVID-19 pandemic, higher education institutions (HEIs) adopted the blended mode of teaching and learning as a mitigation measure to ensure continuity in teaching and learning. Blended learning seems to be the new normal in most universities post COVID-19. Regrettably, it was observed that students in the regular mode of study who were predominantly taught through face to face are registering low attendance in online classes. This study aimed to establish the implication of blended mode of learning on online class attendance among fourth-year regular undergraduate students in the Department of Educational Management, Policy, and Curriculum studies at Kenyatta University. The findings showed that the COVID-19 pandemic negatively affected online class attendance and engagements through the learning management system. Face to face was the preferred mode of learning. Poor internet connectivity, high cost of bundles, and distractions from the home environment were identified as challenges.
TopIntroduction
Education in every sense is a critical sector and basis for development of any nation. There is no country that can attain economic, social and political development without adequate investment in its human capital through education (Ozturk, 2001). In addition, education enhances the quality of life and achievement of broader social benefits to individuals and society. It is imperative therefore that nations put in place mechanisms and structures to ensure education attainment for its people is uninterrupted. The Kenyan government, just like other governments, has put in place tremendous efforts to enhance growth of its human capital through acquisition of knowledge, skills and attitudes through education in order to attain Kenya’s vision 2030.
Specifically, University education has become a central pillar of socio-economic and political-transformation of all nations across the world largely due to its contribution in development of human capital (Michubu, 2019). It is envisioned that for any country to make any progress in today’s dynamic world characterized by 21st century demands of innovativeness, problem solving and critical thinkers, it must heavily invest in university education for capacity development of her people in terms of instilling in them knowledge, skills and competencies (Materu, 2007). In addition, university education is an important element for the achievement of the Sustainable Development Goals (SDG’s). Consequently, university education is perceived as a means to unlock individuals’ potentials and at the same time prepare them for various roles both at individual and societal level. Mange (2013) opines that the expectations nations place on university education are enormous with regard to production of manpower that can be utilized for creation of more wealth and sustainable development. Various studies, for instance UNESCO task force on higher education in developing countries in the year 2000, found out that countries in Sub-Saharan Africa must heavily invest in expansion of higher education if they are to make progress in the 21st century world that feeds on knowledge and breeds on competition (UNESCO, 2000). It is imperative therefore that universities must develop watertight teaching and learning programs that are immune to the challenges that may prevail to disrupt normal learning. Unfortunately, challenges have arisen now and then that to a large extent have disrupted teaching and learning and consequently impacted on quality, access and equity to education (MoE, 2018).
Key Terms in this Chapter
Synchronous Learning: Refers to a type of learning where learners log into the system and participate in real-time discussions during the class usually with a facilitator.
Learning Management System: Refers to a software application that supports delivery of educational courses.
Technology Acceptance Model: Refers to a theory developed by Davis in 1989 to explain how users come to accept and use a given technology.
Higher Education Institutions: Refers to level of education usually after the secondary level mainly offering undergraduate and postgraduate programs.
Pandemic: This refers to an outbreak of a disease across a large area such as the COVID-19 disease.
Digital Learning: Refers to a type of learning that is facilitated through a given type of technology.
Online Learning: Refers to a type of learning that takes place through the internet.
Asynchronous Learning: Refers to type of learning where learners interact with online materials usually designed by the facilitator at their own time and convenience.
Blended Learning: This is a method of teaching that is hybrid incorporating technology and traditional face to face modes.