Influence of Virtual and Open Learning on Private Demand for Education: A Case of Kenyatta University, Kenya

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dc.contributor.advisorNorbert Ogetaen_US
dc.contributor.authorMacharia, Moses Mwangi
dc.date.accessioned2023-12-19T07:51:55Z
dc.date.available2023-12-19T07:51:55Z
dc.date.issued2021
dc.descriptionA Research Project Submitted in Partial Fulfillment of the Requirements for the Award of Master of Education (Economics of Education) of Kenyatta University, February 2021en_US
dc.description.abstractVirtual and Open Education has become a recognized field of education across the globe as the mode of delivery, which helps a large number of students to access quality educational opportunities. Over years, learning has been classroom based, but improvement in the information technology has paved a new era of virtual leaning. The main purpose of the study was to establish the influence of virtual and open learning on enrollment. In nutshell the study ought to determine the current status of enrollment of virtual and open learning in Kenyatta University; extent to which virtual and open learning influence enrollment and challenges facing Virtual and open learning in among universities using Kenyatta University as a case example. The research utilized Descriptive survey method for the study having a target population of 1,159 of VOL students and 6 coordinators of VOL programme. The study employed simple random sampling technique to select a sample of 200 students from Virtual and Open learning in Kenyatta University. Furthermore, the study used purposive sampling to choose three Digital School coordinators. Questionnaires were administered to the randomly selected students and Key Informant Interviews to the selected coordinators. The study relied on both qualitative and quantitative data. Quantitative was analyzed using descriptive statistics. Qualitative data was analyzed thematically. Results indicated that 6,248 virtual and open students were enrolled in the program. Various challenges touching on inadequate funding, network problem, delayed feedback, and low teaching staff levels were identified. The study also established that the there no policies governing VOL. It is articulated that the findings of this study and the recommendations therefore suggested would aid the government and Kenyatta University to achieve their goal of providing quality virtual and open education at an affordable cost. Additionally, study recommends the lecturer levels be raised to reduce individual workload, which will ensure timely responses and provision of better skills to the students. The programme administrators should also respond to the issue of low compensation to ensure staff motivation. The study also recommends sensitization of society and VOL stakeholders about the advantages of VOL and the needs to change from conventional learning to virtual and opening learning due to its accommodative qualities, affordable, accessibility and flexibilities. It would benefit in policy making and guiding on financial provision for virtual and open learning programs. Finally, creating Open national university as well as the articulation of public policies for virtual and open education, and efficient use of virtual and open learning resources in providing student support services.en_US
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27250
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectVirtual and Open Learningen_US
dc.subjectPrivate Demand for Educationen_US
dc.subjectKenyatta Universityen_US
dc.subjectKenyaen_US
dc.titleInfluence of Virtual and Open Learning on Private Demand for Education: A Case of Kenyatta University, Kenyaen_US
dc.typeThesisen_US
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MST-Department of Educational Management Policy & Curriculum Studies