Effectiveness of eLearning for educational advancement in selected universities in Nairobi City County, Kenya: The role of gender-based factors

Abstract

eLearning has provided a favourable education platform for access to timely, quality, and cost-effective education advancement in  Kenyan universities. It has not, however, achieved its expected potential and suffers numerous challenges that affect its full  implementation. A notable challenge is its effectiveness in catalysing educational advancement by enhancing transition and completion  rates in various academic programs. This study aimed to assess the gender disparities that influence the effectiveness of eLearning in  select universities. The indicators for effectiveness were defined as the functionality of the eLearning Management Systems (ELMS),  benefits accrued from eLearning and progression and completion rates in the programs offered under eLearning. This was a descriptive  study using multistage sampling with a sample size of 395 students and 32 KII. The questionnaire, key informant interview guide and content analysis were used as the data collection tools. Data was quantitatively, and qualitatively analysed. Analysis of the ELMS found  that the instructor’s availability and guidance on inline interaction was the most effective functionality of ELMSs with means of 4.10 and  4.31 for males and females, respectively. The least concern was the provision of technological devices for eLearning, 3.49 and 3.42, for  males and females respectively. There was notable gender disparity in information received during course registration, protection of  student data, academic progress data, and support by technical staff. The composite means were 3.81 and 4.01 for males and females  respectively. Most females (3.92) found that simplification of e-materials was the most important enabler for eLearning whereas males  (3.68) stated that eLearning had improved their accessibility to educational advancement. The highest gender disparities influencing  eLearning were the cost-effectiveness and availability of e-materials. These factors influenced completion rates which were slightly higher  for males than females as previously reported. This study provides data that can be used to formulate gender-responsive policies  that promote, enhance, and sustain the effectiveness of eLearning by minimizing gender-based disparities that would otherwise  negatively impact educational advancement.