Virtual Teaching and Learning Paradigm Shift Implications on Access, Equity and Quality in Higher Education in Kenya

Abstract

Higher education is the lifeblood at the heart of every nation’s development owing to its fundamental role in social, political and economic development. In this regard the accessibility and quality of the education delivered to the youths will determine whether we are to compete globally or not. Notwithstanding this significant role, higher education has been confronted with many challenges. The COVID-19 catastrophe being the most recent challenge has triggered swift and unprecedented distraction across higher learning institutions, impacting learners and lecturers. Consequently, institutions of higher education had no option but to abruptly engage use of information and communications technology (ICT) to deliver their programs online as part of their immediate instructional and institutional response measures. These initiatives however noble have laid bare the digital divide among institutions of higher learning particularly the African continent. This then pauses a question on how higher education institutions in Africa, Kenya inclusive deal with the quality, inequities, access and other challenges arising from the abrupt widespread use of virtual teaching and learning? It is on this pretext that this theoretical study seeks to interrogate Virtual Learning and Teaching Paradigm Shift Implications on Access, Equity and Quality in Higher Education. This theoretical study will be grounded on the Classical Liberal Theory of Equal Opportunities advocated by Sherman and Wood. The study is vital as it is envisaged that the insights will enable universities identify areas in access and delivery of online education that create and reinforce educational inequalities and provide solutions to eliminate such disparities.