Version 1
: Received: 13 March 2022 / Approved: 16 March 2022 / Online: 16 March 2022 (10:13:01 CET)
How to cite:
Kerai, K.; Shah, T. Teacher Oriented Factors Affecting Effectiveness of Online Learning in the Covid-19 Pandemic Environment in Kenya. Preprints.org2022, 2022030231. https://doi.org/10.20944/preprints202203.0231.v1
Kerai, K.; Shah, T. Teacher Oriented Factors Affecting Effectiveness of Online Learning in the Covid-19 Pandemic Environment in Kenya. Preprints.org 2022, 2022030231. https://doi.org/10.20944/preprints202203.0231.v1
Cite as:
Kerai, K.; Shah, T. Teacher Oriented Factors Affecting Effectiveness of Online Learning in the Covid-19 Pandemic Environment in Kenya. Preprints.org2022, 2022030231. https://doi.org/10.20944/preprints202203.0231.v1
Kerai, K.; Shah, T. Teacher Oriented Factors Affecting Effectiveness of Online Learning in the Covid-19 Pandemic Environment in Kenya. Preprints.org 2022, 2022030231. https://doi.org/10.20944/preprints202203.0231.v1
Abstract
Majority of published articles have talked about the challenges faced by students in learning online however, little has been talked about what the teachers have gone through especially during these times of the pandemic. This paper discusses the factors university teachers face when teaching online. These factors include accessibility to the internet, level of interaction between teachers and students, costs incurred, availability of training and academic policies kept in place to enhance effectiveness of teaching online. These are further divided into personal, social and economic factors where the teachers’ age, gender, remuneration, availability of resources, location and the economic status of the country is discussed in relation to the effectiveness of online learning. Upon carrying out a literature review on articles written on the effectiveness of online learning with the main focus being teachers, it was noted that the main factors affecting the effectiveness of online learning was the availability of internet connection and training provided to teachers. In Kenya, majority of the rural areas lack access to the internet and devices to learn online which makes it difficult for a teacher to teach effectively given the pandemic constraints. This study sheds light on the need for institutions and governments to take input from their teachers and train them on how to make online learning more effective. It also shows the status of universities in Kenya which had to shift to learning online due to the pandemic. Majority of them took time to adapt to this new change due to the discussed factors. Therefore it is recommended that the Government should train teachers and address the issue of lack of internet and electricity in Kenya.
Keywords
Pandemic; Covid-19; Online learning; Teachers; Kenya
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
