Browsing by Author "Malenya, Francis"

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    Effectiveness of Elearning for Educational Advancement in Selected Universities in Nairobi City County, Kenya: The Role of Gender-Based Factors
    (Research Journal of Education, Teaching and Curriculum Studies, 2024-08) Thua, Josephine Nyambura; Okemwa, Pacificah; Mwatha, Regina; Malenya, Francis
    eLearning has provided a favourable education platform for access to timely, quality, and cost-effective education advancement in Kenyan universities. It has not, however, achieved its expected potential and suffers numerous challenges that affect its full implementation. A notable challenge is its effectiveness in catalysing educational advancement by enhancing transition and completion rates in various academic programs. This study aimed to assess the gender disparities that influence the effectiveness of eLearning in select universities. The indicators for effectiveness were defined as the functionality of the eLearning Management Systems (ELMS), benefits accrued from eLearning and progression and completion rates in the programs offered under eLearning. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. The questionnaire, key informant interview guide and content analysis were used as the data collection tools. Data was quantitatively, and qualitatively analysed. Analysis of the ELMS found that the instructor’s availability and guidance on inline interaction was the most effective functionality of ELMSs with means of 4.10 and 4.31 for males and females, respectively. The least concern was the provision of technological devices for eLearning, 3.49 and 3.42, for males and females respectively. There was notable gender disparity in information received during course registration, protection of student data, academic progress data, and support by technical staff. The composite means were 3.81 and 4.01 for males and females respectively. Most females (3.92) found that simplification of e-materials was the most important enabler for eLearning whereas males (3.68) stated that eLearning had improved their accessibility to educational advancement. The highest gender disparities influencing eLearning were the cost-effectiveness and availability of e-materials. These factors influenced completion rates which were slightly higher for males than females as previously reported. This study provides data that can be used to formulate gender-responsive policies that promote, enhance, and sustain the effectiveness of eLearning by minimizing gender-based disparities that would otherwise negatively impact educational advancement
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    The Role of Gender-based Factors on the Levels of Student Participation in eLearning in Select Universities in Nairobi City County, Kenya.
    (Eastern African Journal of Humanities and Social Sciences, 2024-08) Thua, Josephine Nyambura; Okemwa, Pacificah; Mwatha, Regina; Malenya, Francis
    eLearning is an attractive mode of learning that provides easy access to education to students who would otherwise be disadvantaged by social, economic and geographic impediments to educational advancement. There is limited information on the role of the digital gender divide and gender-based factors in participation in eLearning in universities. The study aimedto assess the gender disparities in learner participation whose indicators were defined as login frequency, breaks within a session, study location,and student-instructor interaction. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. A questionnaire, key informant interview guide and content analysis were used as the data collection tools. Data wasquantitatively and qualitatively analysed. The study found that men’sfrequency of login to LMS was higher than women’s. Women (71.7%) were observed to have fewer breaks than men (65.9%). The reasons for the breaks were poor or unstable internet, caregiving,and work-related engagement. Women spent more time per session (119.06 minutes) compared to men (109.74 minutes). Based on the findings, strategies were proposed to mitigate these factors. The importance of this study is it provides baseline data that can be used to formulate policies that are gender responsive and will contribute to the promotion, enhancement, and sustenance of eLearning for educational advancement. This study was carried out during the COVID-19 pandemic which required most data to be accessed virtually. There was reluctance to fully disclose information by universities which treated the information as confidential