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Start date: 2020Subject: search.filters.subject.Kenya

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    Faculty and students’ perspectives of online learning during COVID-19 crisis: Constraints and opportunities for Kenyan universities.
    (2023-04-15) Wekullo, Caroline S.; Kabindio, Brendah; Juma, Iddi
    At the onset of COVID-19 pandemic, all higher education institutions had to abruptly migrate from face-to-face mode of learning to virtual learning. Students and faculty members were thrown into the process of acquainting themselves with a fully virtual system. How prepared were institutions, faculty members, and students for the abrupt and massive transition to online learning? The study examined the faculty and students’ perspective of online learning during COVID-19 pandemic. Specifically, the study examined the perceptions of faculty and students on the preparedness of higher education institutions for online teaching and learning. The study also determined the perceptions of staff and students towards online education, constraints, and opportunities. A descriptive cross-sectional survey was conducted at a public university in Kenya. A semi-structured interview was conducted on a total sample of 36 respondents; 24 students and 12 faculty members to capture unique, idiosyncratic and whole individual viewpoints. A conventional Content Analysis was done to determine words or concepts within the transcripts. The findings showed that the study institution, faculty members, and students were unprepared for the immediate and massive shift to online teaching and learning and had challenges using virtual technologies for teaching and learning during the lockdown. These challenges ranged from insufficient or lack of internet bandwidth, training, increased teaching and learning workloads to limited time for interactions. Based on the findings, the study suggests significant implications for higher education institution leaders, policymakers, faculty, and students. The study contributes to the existing literature by analyzing the perceptions of faculty and students about the preparedness of institutions, faculty, and students on the abrupt shift to online learning during the COVID-19 pandemic.
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    Mechanisms Used by Academic Libraries in Kenya to Enhance Webometrics Ranking
    (2023-04) wamahiga, George M.
    Libraries essentially provide equal and fair access to information. Thus, they have a significant influence on the Webometrics ranking of universities across the world. Academic libraries affect Webometrics ranking through the generation of scientific publications and other scholarly resources. The purpose of this study was to examine mechanisms used by academic libraries in Kenya to enhance Webometrics ranking and to analyse the extent to which Webometrics ranking mechanisms in place in university libraries in Kenya have been successful. This study adopted a mixed research design. The target population included staff members of the University of Nairobi, Chuka University, and Kirinyaga University. A total of 73 staff members from the library, ICT, and research departments involved in Webometrics ranking were selected purposively. Semi-structured questionnaires were used as the data collection instruments. Quantitative data was analysed descriptively while qualitative data were analysed using content analysis. The study established that mechanisms put in place to enhance the participation of university libraries in Kenya in the Webometrics ranking include improved use and submission of e-resources as well as promotion of high-quality research in the institutions. Webometrics ranking mechanisms currently in place at the university libraries in Kenya have only been moderately successful. The findings of this study may be used by other institutions of higher learning on the mechanisms they can adopt to increase the capacities of their academic libraries so as to improve the contribution of these libraries to Webometrics and consequently to the overall ranking of the individual universities nationally and internationally.
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    INFORMATION LITERACY PRACTICES AS A TOOL FOR ACCESSING AND UTILIZING INFORMATION IN SECONDARY SCHOOLS IN KENYA
    (2021-04-23) Gekara, Moses Mong’are; Namande, Ben Wekalao; Makiya, Cyprian Ratemo
    Background of the study: Information literacy practices have been recognized as essential educational goals to judge and evaluate student’s aptitude for critical thinking, decision making and problem-solving. Inculcating information literacy skills to students is not only significant to survival but also enables them to know when they need information, how to locate information and how to use information hence success in their studies. However, the state of information literacy practices in secondary schools in Kenya has not been adequately investigated to determine their degree of effectiveness. Objective of the study: Consequently, this study aimed at investigating information literacy practices as a tool for accessing and utilizing information in secondary schools in Kenya. Methodology: The study was based on a pragmatic paradigm where both quantitative and qualitative approaches were adopted. Data was collected from a targeted population which consisted of 288 teachers, 12 school/teacher librarians and 1785 students from 12 sampled schools. Questionnaires were administered to teachers and students while an interview schedule guide was used to gather data from school/teacher librarians. Data was analyzed using descriptive statistics, and presented in form of tables, charts and graphs and verbatim reports. The study was important as it elicited discussions that could be used for purposes of adoption of an information literacy programme in secondary schools. Results and findings: The findings show that some information literacy practices were available in secondary schools but not effectively practiced resulting to students proceeding to institutions of higher learning without adequate information literacy skills. Conclusions and recommendations: The study concludes that information literacy is a prerequisite tool for accessing and using information in secondary schools. Information literacy skills enables students to conduct independent information search, efficiently retrieve information using modern technologies, critically evaluate their findings and effectively apply relevant information into their day to day situations. Therefore, the incorporation of information literacy practices into secondary schools’ curriculum would institutionalize information literacy in secondary schools.
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