University Preparedness for Online Teaching and Learning amid COVID-19 in Kenya

Abstract

Globally, the COVID-19 pandemic took institutions of learning and the workplaces by surprise. Offering online learning was an alternative for institutions of higher learning. Were the Kenyan institutions adequately prepared for this? The present study had three specific objectives: (a) to establish the status of policy preparedness of online teaching and learning in Kenyan universities; (b) to explore the infrastructural preparedness of the universities; and (c) to find out the level of competency preparedness of lecturers and students in embracing the facilities for online teaching and learning. The study had an embedded mixed method research design. Data were gathered using an online questionnaire, from 112 lecturers and 372 students, who were conveniently sampled, representing 34 universities and university colleges. Findings suggest that almost all represented institutions have a policy on online teaching and learning, though 50% of participants’ report that the policy did not exist prior to the onset of COVID-19. On the level of infrastructural preparedness, the personal ownership of digital devices among participants is very impressive, though 50% of institutions do not provide any device. Thirdly, the level of competency in the use of the three sets of online platforms for teaching and learning is far below the expected average, but this is improving since the onset of COVID-19. Lecturers have statistically more perceived competence than students (p<0.01). The implication of these results is discussed. And we conclude that the period of forced online teaching and learning need not be considered as a stop-gap measure during COVID-19, but as a way forward for improved self-learning and lifelong learning.

Citation

Agava, S., Selvam, S.G. and Pete, J. (2021), "University Preparedness for Online Teaching and Learning amid COVID-19 in Kenya", Sengupta, E. and Blessinger, P. (Ed.) New Student Literacies amid COVID-19: International Case Studies (Innovations in Higher Education Teaching and Learning, Vol. 41), Emerald Publishing Limited, Leeds, pp. 83-100. https://doi.org/10.1108/S2055-364120210000041012