Development of Interactive Online Learning Modules: Lessons from Kenyatta University, Kenya

Simple item page
dc.contributor.authorMwaniki, Elizabeth W.
dc.contributor.authorNjihia, Mukirae S.
dc.contributor.authorChege, Fatuma N.
dc.contributor.authorIreri, Anthony M.
dc.date.accessioned2021-06-23T12:45:57Z
dc.date.available2021-06-23T12:45:57Z
dc.date.issued2016
dc.description.abstractKenyatta University established the Open and Distance learning (ODL) programme in 2003. At its inception, the programme was reliant on print modules which were distributed to the students enrolled in the programme. In 2014, the university embraced the concept of e-learning and changed the programme’s name to Virtual and Open Learning. Despite the change of name, instructional materials and pedagogical approach have not changed much to reflect this shift. The current print modules have very little interactivity as would be expected of an effective online learning. This may largely be attributed to course facilitators’ lack of capacity to not only develop interactive online modules but also to e-teach. To address this problem, Kenyatta University’s School of Education in collaboration with the Commonwealth of Learning trained three academic staff from each of its seven departments on development of interactive modules from 26th October, 2015 to 6th November, 2015. After the training, the members formed departmental teams of two staff and were able to convert the soft copies of selected print modules into interactive modules. The trained academic staff are expected to cascade the skills acquired to their untrained counterparts in the university. Despite the challenges faced in the development of interactive modules, there are important lessons that are worth sharing. Firstly, the benefits realised during the capacity building and development of the modules far outweigh the challenges. Secondly, management involvement and support must be at the centre of the process for it to succeed. Thirdly, ICT technical support and team work are necessary. Lastly, technology is constantly evolving hence there is need for continuous retooling of online facilitators for best practices in developing online modules. These lessons may inform other institutions of higher learning desirous of making their online programmes more supportive, collaborative and effective.en_US
dc.identifier.citationMwaniki, E. W., Njihia, M. S., Chege, F. N., & Ireri, A. M. (2016). Development of Interactive Online Learning Modules: Lessons from Kenyatta University, Kenya.en_US
dc.identifier.urihttp://oasis.col.org/bitstream/handle/11599/2526/PDF?sequence=4
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/22408
dc.language.isoenen_US
dc.subjectOnline learningen_US
dc.subjectInteractive modulesen_US
dc.subjectInteractivityen_US
dc.titleDevelopment of Interactive Online Learning Modules: Lessons from Kenyatta University, Kenyaen_US
dc.typeArticleen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Development of Interactive Online Learning Modules Lessons from.pdf
Size:
204.34 KB
Format:
Adobe Portable Document Format
Description:
Full text article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
RP-Department of Educational Communication and Technology