A Practical Framework for Evaluating Distance Learning
Programs in Kenyan Universities
Lydiah Nyaguthii Wambugu
*
and Naomi Njoroge
Department of Instructional Media, University of Nairobi, Nairobi, Kenya
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Introduction
Over the last decade, the debate is no longer on whether distance
learning is a viable learning option but on whether the quality of
distance learning is comparable to conventional learning. There has
been a belief among scholars that conventional learning (face to
face) is the real education. The conviction is premised on the fact
learning takes place when an expert (in this case a teacher/tutor or
lecturer) dispenses knowledge to a learner when they are at the
same place at the same time. This, after all, is the basis on which
schools, colleges and universities have been built. This feeling is
even in countries where distance education has evolved over time
making distance education to act as subordinate level of education.
Amutabi noted that in kenya, open and distance learning is looked
down upon and ‘few universities have embraced the model of open
and distance learning and even in those institutions where this is
used, it is taken as a second or third class form of instruction’. This
paper defines distance learning as a form of teaching and learning
experience offered to learners who are not in the same place at the
same time with their tutors. This type of learning eliminates the need
for gathering in one place dedicated to learning referred to as a
classroom or a lecture theatre. Distance learning has its strengths
and limitations. A few are enumerated.
Strengths of distance learning
Flexibility: Distance learning fits learning to one’s way of life. A
learner does not need to be in the same place and time with the
teacher. Learners are able to control their time and place of learning
thereby leading to effective learning. Self-paced learning: learners
are of different abilities. There are those who are slow learners while
other grasps concepts pretty fast. Distance learning takes care of
individual learning differences according to their level of
understanding. A slow learner can go back and forth to areas they
may have difficulty while a fast learner can complete a course way
below the prescribed time and offer the opportunity to skim through
the next course materials. Various formats of course material:
Advancement in ICT allows the course tutor to convert the course
content into multiple multi-media forms.
Accessibility: In a face to face teaching, a learner cannot re-attend
a class if s/he misses. Content is delivered in a set place and time
following a schedule called a time table. In a distance learning set-up,
a student needs not to worry about attending class because the
Arts and Social Ściences Journal
Mini-Review
Volume 12:2, 2021
ISSN: 2151-6200 Open Access
*
Address to correspondence: Dr. Lydiah Nyaguthii Wambugu, Department of Instructional Media, University of Nairobi, Nairobi, Kenya, Tel:
+455280445607; E-mail: lydiah.nyaguthii@uonbi.ac.ke
Copyright: © 2021 Wambugu LN, et al. This is an open-access article distributed under the terms of the creative commons attribution license which
permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
Received: February 10, 2021; Accepted: February 17, 2021; Published: March 03, 2021