Is Instructional Technology an Asset or a Liability for Distance Learners? Case of Scott Christian University, Kenya

Dr. Josephine Mbithe Mutie
Scott Christian University, Kenya
 jsephinembithe50@gmail.com

Received May 10, 2020; Revised June 23, 2020; Accepted July 21, 2020

Abstract: Distance learners form a distinct population that often brings a rich personal and employment experiences to the classroom. These learners struggle to support multiplicity of roles and responsibilities above and beyond those of regular learners, and can require significant adjustments in relation to their learning styles, needs, and abilities. In the 21st century, the realization, perception and delivery of distance learning has changed considerably. The purpose of this study was to examine whether instructional technology as a mode of learning was an asset or a liability to the distant learners and their instructors. Concurrent mixed methods design was used. Purposively, the study selected the respondents, questionnaires were used to gather quantitative data and interview guides to gather qualitative data. The questionnaire for this study was meant to gather data on the implication of instructional technology on distance learners and their instructors. The study was guided by the following issues: The gender of the instructors, the satisfaction level of the instructors in using technology as a medium of instruction for distant learners, the highest academic level of the distant learners and the satisfaction level of the learners in using technology as a media of instruction in learning. The study found that Majority of the instructors were male, Instructional technology as media of instruction was an asset to majority of the distance learners and their instructors, however, majority of the learners were of bachelors’ level while minority were at masters level. As a result, the study recommends the University to in-service and motivate all its instructors and distant learners to impress technology for better delivery.