Factors influencing implementation of distance education at the national museums of Kenya.

Abstract

Museums have for a long time served as educational centers in different regions across the world. However, dynamic changes in the environment have presented lots of challenges with regard to Museums education and its relevance to its unique clientele. The purpose of this study was therefore to establish the factors that affect implementation of distance education at the National museums of Kenya. The objectives of the research work was to determine how instructional factors; institutional, technological and teachers factors and expertise factors influence the implementation of distance education at the National Museums of Kenya. This study utilized descriptive cross sectional study design in which quantitative and qualitative data was collected and integrated in the explanation of the on the whole results. The target population was 600 employees working in National Museums of Kenya education and research areas, Information Technology section, public programs and cultural heritage departments within the institutional headquarters. Stratified random sampling was applied to collect the required data. The data was collected using structured questionnaires and key informants interviews guides tested for validity and reliability. Hence findings reveal that National Museums of Kenya teachers need training in distance teaching and distance instruction fits within the institution goals and mission. The findings of this study will help decision makers and Museums educational officers to package distance educational materials in a way that is expected by end users and hence have more educational impact to the wider audience. The findings will go a long way in addressing issues that affect distance education hence making it more accessible to the marginalized groups. Distance Education is an effective strategy of reaching wider coverage of employees who are geographically scattered across diverse regions but National Museums of Kenya should also target on other interested learners. In conclusion The National Museums of Kenya policy on distance education should be developed to suit the learner’s needs and desires and the content should be responsive to the diverse cultural backgrounds. Availability of professional distance education personnel, effective Internet and computers are primary incentives to successful implementation of Distance learning at the NMK. The study recommends partnership between NMK and the likeminded organizations’ as well as involves stakeholders for feedback, monitoring and evaluation.