Modelling Institutional Characteristics that Influenced Implementation of Blended Learning in Public Universities in Kenya

Abstract

Blended Learning is an undisputedly useful and effective pedagogical approach for the 21st-century classroom. However, its adoption in many state universities in Kenya is worryingly low. This study aimed to develop a pedagogical model that would accelerate the adoption of blended learning in public universities in Kenya. Bandura’s Social Learning Theory was used to understand students’ perception, self-efficacy, and previous experience variables in a blended learning environment. The methodology used was exploratory sequential mixed research design. Third-year bachelor of education students (N=7385) in public universities in Kenya formed the population for the study. The researcher used multiple-stage sampling and the Nassiuma formula was used to select 3rd-year education students (n=218). Data was collected using semi-structured questionnaires. Data was analyzed by Structural Equation Modelling (SEM) to design an appropriate pedagogical model out on institutional characteristics. The study revealed three significant paths: 1) University preparedness and students’ perception (regression estimate = .399; P<.05; 2) university preparedness and students’ self-efficacy (regression estimates = .389; P<.05); and 3) blended learning adoption and students’ perception (regression estimates = .55; P<.05). Students and lecturers responded that “Poor internet connection,” and “Lack appropriate infrastructure and equipment,” as the main barriers. In conclusion, the implementation of blended learning highly depends on the interaction of students’ perceptions and universities’ preparedness. The study suggested that universities should focus on promoting an environment that focuses on university preparedness and perception/attitudes. Further studies should be done on appropriate BL models for TVET and secondary schools in Kenya.