E-Learning policy making processes: an evidence based application at Kenyatta University Marsabit Distance Learning Centre

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dc.contributor.authorGatimu, Kiranga
dc.date.accessioned2014-05-20T11:26:10Z
dc.date.available2014-05-20T11:26:10Z
dc.date.issued2014-05-20
dc.descriptionPresentationen_US
dc.description.abstractThe paper discuses evidence‐base approach to policy making in general and e‐learning in particular. E‐learning is understood as a subset of distance education both in theory and in practice. The discussion considers the functions of a policy in general and in e‐learning as a tool for enhancing managerial decision making. From the discussions, merits and demerits the theoretical issues of evidence‐based approach to policymaking are considered. Even so, evidence‐based policy process closes the gap, which sometimes becomes apparent between what is known on the one hand, and what is practiced on the other. Moreover, evidence‐based approach potentially avoids or at least minimizes the chances of policy failures on e‐learning programmes. The on‐going Kenyatta University e‐learning Marsabit Project targeting female teachers is used to illustrate how evidence‐based policy orientation is helping to detect and correct e‐learning policy at micro‐level. In many ways, The Marsabit Project is evidence‐led. In many in many respects, this has evolutionary characteristics that are turning out to be very different from the mainstream of Kenyatta University’s e‐learning policy and practice. Key words Evidence‐ based approach, e‐learning, policy functions.en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/9537
dc.language.isoenen_US
dc.subjectE-learningen_US
dc.titleE-Learning policy making processes: an evidence based application at Kenyatta University Marsabit Distance Learning Centreen_US
dc.typePresentationen_US
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