Reshaping Blended Learning to Accelerate Women’s Progressive Education in Kenya. A Case Study of Kiriri Women’s University of Science and Technology
blended learning, in-person, online-learning, flexible-learning, e-LMSs, human capital base.
Blended learning has enabled distance learning and complements the classroom learning experience for lecturers and students, despite challenges experienced by the learners and instructors. Through institutional commitment, effective provision of stable internet, digital infrastructure and as well as solid human capital based, blended learning accelerates progressive education for all. The study sought to establish the effect of blended learning on women’s progressive education and recommend ways of reshaping blended learning. The predictor variables were: in-person, online learning, flexible learning and e-learning management systems while the independent variable is women’s progressive education. The study adopted unified theory of acceptance and use of technology to support the researchers’ views. The study adopted mixed method research design strengthened with pragmatism and constructivism as the appropriate research paradigm. The study also adopted client-centred approach to identify the study unit of observation. The study findings reveal that R-Squared is 0.9089, the Adjusted R-squared is 0.9039, F-statistic of 184.47 and a p-value of 0.0000. This implies that the model explains 90% of change in women’s progressive education. In addition, this means that a combination of predictor variables: in-person, online, flexible learning and e-learning management systems, can predict 90 per cent change in women’s progressive education. The study results also shows that there is statistically significant relationship between the study independent and dependent variables at 1% level of significance, with a p-value of 0.0000. The study recommends adoption of blended learning to accelerate women’s progressive education. Institutions should adopt effective LMSs that are user friendly, accessible (both online and offline), considering digital inclusion and offering quality education for all. The instructors should upgrade and adopt innovative pedagogical approaches while taking into account the changing patterns in the world of work.
"Reshaping Blended Learning to Accelerate Women’s Progressive Education in Kenya. A Case Study of Kiriri Women’s University of Science and Technology", TIJER - TIJER - INTERNATIONAL RESEARCH JOURNAL (www.TIJER.org), ISSN:2349-9249, Vol.10, Issue 2, page no.686-698, February-2023, Available :https://tijer.org/TIJER/papers/TIJER2302086.pdf
Volume 10
Issue 2,
February-2023
Pages : 686-698
Paper Reg. ID: TIJER_100471
Published Paper Id: TIJER2302086
Downloads: 000270
Research Area: Science and Technology
Country: -, -, -
ISSN: 2349-9249 | IMPACT FACTOR: 8.57 Calculated By Google Scholar | ESTD YEAR: 2014
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.57 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator
Publisher: TIJER (IJ Publication) Janvi Wave
