Influence of Learning Environment on Distance Learners’ Academic Progression in Selected Public Universities; the Case of University of Nairobi and Kenyatta University, Kenya

Abstract

As preference for online-modelled learning increasingly gains momentum, research, however, shows that the distance learners across universities continue to experience comparatively low levels of desired progression towards timely completion. This study aimed to focus on distance learners in public universities in Kenya. The study specifically investigated how the following elements of learning environment influenced learners’ academic progression: Learning management system; learning courseware; internet connectivity; and programme management. Additionally, the study measured the joint influence of the four elements on the learners’ academic progression, and also how online learner readiness moderated this relationship. The study rode on positivist paradigm, the equivalence and independence theories, applying a mixed methods approach, and a descriptive survey design. 100 participants were randomly selected out of 903 students during the 2018/2019 academic year, taking B.Ed. (Arts) at the Universities of Nairobi and Kenyatta University which were on purposive selection. A self-administered, questionnaire, supported by a document analysis guide was used for data collection. Data analysis was done using multiple linear regression, and presented using descriptive and inferential statistics, based on a 77% response rate attained. After respective hypothesis tests at p<0.05 significance level, the findings showed that learning management system, learning courseware, internet connectivity, and programme management, individually as well as collectively, positively, statistically, and significantly influenced distance learners` academic progression, with learning management system indicating the largest impaction at adj r2 at 50%. Online learner readiness was also found to positively, statistically, and significantly moderate the relationship between the learning environment constituting the four elements as measured, and academic progression of the learners. Based on these findings, the study concluded that the learning environment, consisting of learning management system, learning courseware, internet connectivity, and programme management, individually as well as jointly, seemed to explain the adverse academic progression prospects of the learners, particularly with reference to excessive examination retake rates, dropout rates, and eventually low completion rates. Equally, online learner readiness seemed to exacerbate the prospects of the learners academically, implying that, their levels of self-motivation, interrelationship skills, self-regulation skills, as measured, were most likely wanting. The study recommends that in addition to adhering to the relevant government and industry policy when implementing distance learning programmes, the universities should undertake learning environment-specific training of faculty and learners, provide commensurate learner-focused infrastructural learner support services targeting to improve on learning management systems, learning courseware, internet connectivity as essential techno-infrastructural elements, as well as programme management, which would ensure the essential planning and organization of the learning programmes. In addition, the universities ought to institutionalize improvement-driven systematic evaluation and monitoring of the said elements of the learning environment, among other interventions. This study`s findings have enriched the existing literature within the components of the learning environment studied, and their role in the provision of learner-centric distance learning. Future studies on the same may include universities in the private sector to aid further understanding and comparison.