The paper gives an insight on the relationship between technology and the learning in Universities. A descriptive study design was used to randomly select first year students enrolled in 2020/2021. A close-ended structured questionnaire was constructed to collect data from the students. Frequencies and percentages were used to analyse the collected data. 81,5% of students indicated that Technology-Enabled Learning is an effective mode of learning. A further 72,3% of the students pointed out that there was moderate availability of free and stable internet connectivity to make Technology-Enabled Learning solution easier.
A system of student-centered learning environments with remarkable student participation was introduced through technology-enabled learning. The students' ability to learn independently was also made possible by this, and the use of electronic resources greatly accelerated learning. It has virtually changed both teaching and learning. Before implementing technology-enhanced learning in actual classroom settings, it is essential to ascertain the ground reality through empirical research. The main objective of the study was to determine how well technology-enabled learning could enhance University education. This paper looks at merits and demerits of Technology-Enabled learning at Kibabii University. This paper investigates the effectiveness of Technology-Enabled Learning through an integrative review by answering the following questions: How effective is Technology-Enabled learning? What makes Technology-Enabled Learning solutions effective?
Table of Contents
1. Introduction
2. Literature Review
3. Methodology
Population
Sample Size
Data Collection Tools
Statistical Techniques Used
4. Findings
5. Position of Kibabii University on Online Learning
6. For Further Research
7. Conclusion
8. Recommendation
Research Objectives and Core Themes
The primary objective of this study is to evaluate the effectiveness of technology-enabled learning at Kibabii University by examining its impact on university education and student outcomes. The research explores how digital integration influences independent learning, student engagement, and content delivery, while investigating the relationship between various technological factors and academic performance.
- Empirical assessment of technology-enabled learning effectiveness in higher education.
- Impact of student-centered learning environments and independent learning capabilities.
- Analysis of correlations between accessibility to technology and learning outcomes.
- Strategic recommendations for the integration of digital infrastructure and lecturer training.
Excerpt from the Book
3. Methodology
Population The 2,064 first-year undergraduate students at Kibabii University who were enrolled in a variety of courses during the academic year 2020/2021 constituted the study's population.
Sample Size A stratified representative sample size of 325 Students established from various schools in Kibabii University with due importance given to variables namely gender, locality, accessibility to Internet connectivity, computing device used and subject of specialization. This was determined at 95% confidence level, 5% margin of error and 50% population proportion (estimated response rate) based on Cochran’s Formula.
Data Collection Tools The investigator used the following tools to collect data. I. Interviews II. Questionnaires
Statistical Techniques Used The investigator used the following statistical techniques for the analysis. i. Descriptive analysis – (Mean and Standard Deviation) ii. Differential analysis – ('t' test and 'F' test)
Summary of Chapters
1. Introduction: Outlines the historical evolution of technology in education and its transition into the mainstream, particularly during the COVID-19 pandemic at Kibabii University.
2. Literature Review: Synthesizes existing theories on self-efficacy, digital literacy, and the impact of organizational and individual factors on the acceptance of learning technologies.
3. Methodology: Details the research design, including the study population of 2,064 students, the stratified sampling of 325 participants, and the statistical tools used for data analysis.
4. Findings: Presents the statistical analysis of survey data, demonstrating the correlation between technology use, accessibility, and student success at the university.
5. Position of Kibabii University on Online Learning: Discusses the university's institutional response, including staff training initiatives and the implementation of departmental technology champions.
6. For Further Research: Suggests future directions for investigation, focusing on program-specific effectiveness and the refinement of statistical models.
7. Conclusion: Summarizes the study's findings, affirming that technology-enhanced learning is superior to traditional lecture-based instruction and crucial for the 21st-century academic landscape.
8. Recommendation: Provides a comprehensive set of strategies for institutional stakeholders to improve digital infrastructure, accessibility, and lecturer proficiency in blended environments.
Keywords
Effectiveness, Technology-Enabled Learning, eLearning, Blended Learning, Digital Literacy, Higher Education, Student Performance, Online Teaching, Academic Success, ICT Integration, Virtual Learning Environments, Learner Autonomy.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on assessing the effectiveness of technology-enabled learning within the specific context of Kibabii University, analyzing how digital integration influences teaching and student learning outcomes.
What are the primary themes discussed?
The study covers themes such as digital accessibility, the role of self-efficacy in adopting new tools, the transition to online teaching during the pandemic, and the correlation between device usage and academic effectiveness.
What is the main objective of the paper?
The objective is to determine how well technology-enabled learning enhances university-level education and to identify the merits and demerits of these systems based on empirical student data.
Which scientific methods were employed?
The study utilized a descriptive study design with a stratified random sample of 325 first-year students, using structured questionnaires and interviews, analyzed through mean, standard deviation, 't' tests, and 'F' tests.
What does the main body cover?
The main body integrates a literature review on digital learning, detailed methodology of the current research, a comprehensive presentation of statistical findings, and an overview of institutional policies at Kibabii University.
What keywords characterize the work?
Key terms include Effectiveness, Technology-Enabled Learning, eLearning, Blended Learning, and Higher Education.
How did students rate the effectiveness of technology-enabled learning?
According to the findings, 81.5% of the surveyed students indicated that Technology-Enabled Learning is an effective mode of learning.
What was the primary computing device used by students for learning?
The study found that 75.4% of students primarily used mobile phones to access online learning resources.
Is there a significant relationship between internet accessibility and effectiveness?
Yes, the analysis indicated a statistically significant negative correlation, meaning that variations in internet accessibility directly influence the perceived effectiveness of the learning experience.
What role does Kibabii University play in this context?
The University actively promotes online learning through policies, lecturer training, partnerships with the Commonwealth of Learning, and the designation of departmental technology champions.
- Arbeit zitieren
- Boniface Wakholi (Autor:in), 2023, Effectiveness of Technology-Enabled Learning in Kenyan Universities. A Case of Kibabii University, München, GRIN Verlag, https://www.grin.com/document/1388926
