Factors influencing design of quality distance educational instructional materials: a case of Kenya Methodist University

Abstract

The key process of improving the quality of teaching according to Braden, R.A (1996) is instructional design, which is highly influenced by instructional science. Instructional design entails fine analysis of knowledge base and the associated cognitive skills and provides foundations for professional expertise in a particular discipline. The study aimed at exploring the factors influencing design of quality distance education instructional materials in Kenya Methodist University.

The study adopted descriptive survey design; cross-sectional survey on sample of 25 distance learners, 15 writers, and 2 coordinators. Instructional materials were also analyzed. Data was collected using questionnaires and Data obtained was analyzed using descriptive statistics.

The study found that the Subject writers and lecturers mostly determine the course objectives in the university. The study also found that course content was the major factor in stating the course objectives and that there is clear statement of learning objectives to be achieved hence activities given in the instruction materials encourage further understanding of learning objectives. The study concluded that the content is organized serially and repetitively for maximum cognition, encouraging collaborative and cooperative learning, case studies, group work, presentations, project work/field work; seminars/tutorials are applied in nursing, business administration, medical laboratory and computer science information departments.

The study based on the findings recommended the instructional writer should adopt brevity and use of simple language, use of practical examples, being precise, clear, and relevant in writing to ensure that the materials are motivating and enhance learner's ability to interact effectively with the instructional materials.