Date of Award

2020

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Jane Rarieya

Second Supervisor/Advisor

Dr. Mary Oluga

Department

Institute for Educational Development, East Africa

Abstract

The importance of online and remote learning cannot be overemphasized. Nonetheless, Kenya, like other developing countries is still struggling with technology implementation and integration in education. The onset of Covid-19 pandemic was an eye opener as to how the country still needed to do more in integrating technology, especially in basic education. Schools had to be closed and for continuity of learning, learning was moved to online or remote. This research, explored secondary learners’ experiences of learning online or remotely during the Covid-19 pandemic. The study which was qualitative in its approach adopted a rapid ethnographic design. Multiple data collection methods were employed, namely, in-depth interviews, observation and document analysis. This study was conducted in Rachuonyo South sub-county and four study participants were engaged. The study findings established that there were a number of online and remote learning platforms. However, their access was determined by a number of factors, which include: individual levels of digital literacy, availability of and access to digital devices and the school category. The findings also show that the online and remote learning offered a chance for continuity of learning, allowing the learners to create space and study time and to learn independently. However, the learners noted some hindrance and challenges to their learning. The findings further show that the facilitating and hindering factors to learning online or remote overlap. These factors include: individual motivation, digital literacy and time management skills, school and teachers, home environment, family members and infrastructural factors. The findings of this study set a guide for further development and improvement on online and remote learning in Kenya by advocating for guiding policies on teaching and learning platforms, content development, teacher capacity development and learners’ digital literacy development. Most importantly, the government should ensure that basic infrastructure, such as, electricity, reliable internet, and digital gadgets are in place to facilitate online and remote learning.

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