Information Communication and Technologies, Distance Teaching and Learning, Influence, Utilization, Quality
Ngeera, Flora Gacheri
Dr. Kibaara, Tarsila
Gichohi, Dr. Paul Maku
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CC BY-NC-SA 4.0
Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/
Information Communication Technologies (ICTs) have transformed the way people live, work and how they carry out their businesses. With advent of ICTs, distance learning has become an alternative and supplement for face to face learning. The study investigated influence of ICTs infrastructure on quality of distance teaching and learning in Kenyan universities. The study was guided by mixed methods research approaches which involve mixing of quantitative and qualitative data. The target population was ODeL directors, lecturers who taught ODeL students, ICT technical staff and ODeL students from the selected universities that offer programmes through ODeL. Stratified, systematic and purposive sampling was used to select the samples. The sample size was comprised of 4 ODeL directors, 78 lecturers, 4 ICT technical staff and 156 ODeL students. Four universities were purposively sampled for the study. Data was collected by use of document analysis guide, questionnaires and interview guide. Descriptive and inferential statistics were used to analyze the data. Analysis of quantitative data was done by the help of Predictive Analytical System (Version 20.0). Qualitative data was coded and analyzed in themes that emerged from the narratives. Data was presented in graphs and tables. The study at a mean of (3.78) established that utilization of ICT infrastructure influenced quality of distance teaching and learning. The study concluded that ICT enables flexibility in scheduling of personal time and at the same time it enables independent learning among students. The study recommended that the Learning Management System (LMS) that are used by distance teaching universities should be capable of hosting various interactive features to improve the quality of distance teaching and learning