DYNAMICS IN EDUCATION AND THEIR EFFECT ON DIGITAL LEARNING IN PUBLIC UNIVERSITIES DURING THE POST COVID 19 ERA IN UASIN GISHU COUNTY, KENYA.

Abstract

Kenya supports lifelong learning to create a globally competitive and adaptable workforce to meet the needs of a rapidly industrializing economy, even during pandemics like Coronavirus disease (COVID-19), which led to the closure of several schools and colleges. The main aim of this study was to investigate the dynamics in education and their effect on digital learning during the post-COVID-19 Era in Public universities in Uasin Gishu County, Kenya. The following specific objectives guided the study; to determine the availability of infrastructure to support digital learning, to examine the perception of learners towards digital learning in public universities, to establish the competence of facilitators on digital learning in public universities, and to evaluate the challenges on the use of digital learning in public universities during the post COVID 19 Era in Uasin Gishu County, Kenya. The Classical Liberal Theory of Equal Opportunities guided the study. The study targeted selected public universities in Uasin Gishu County, a unit of the population being head of the department, lecturers, and students. This study targeted 3586 comprising 2 deans, 23 heads of department, 151 lecturers, and 3410 students. The study adopted the use of descriptive research design. The study used questionnaires and interview schedules as the tools for data collection. The researcher obtained sample size using Yamane formulae. Descriptive statistics were used to analyse the data with the Statistical Package for Social Sciences (SPSS) version 25. Descriptive statistics include percentages, frequencies, mean, and standard deviation. Inferential statistics involves the use of correlation and regression analysis. The qualitative data were analysed using thematic analysis. The research was significant in enhancing the effectiveness of implementing digital learning after COVID-19 in Kenyan Universities. The study finding would be helpful in adapting to dynamics in education of digital learning. The study findings revealed that infrastructure positively and significantly influenced digital learning in public universities during the post-COVID-19 Era in Uasin Gishu County, Kenya (β1=0.300, p=0.000). It was also established that the perception of learners had a positive and significant influence on digital learning in public universities during the post-COVID-19 Era in Uasin Gishu County, Kenya (β2=.395, p=0.000). It was further established that the competence of facilitators was found to have a positive and significant influence on digital learning in public universities during the post-COVID-19 Era in Uasin Gishu County, Kenya (β3=.368, p=0.000). Finally, challenges negatively and significantly influenced digital learning in public universities during the post-COVID-19 Era in Uasin Gishu County, Kenya. The study concluded that public universities in Uasin Gishu County are not only still faced with challenges on poor network access in some places but pose a challenge to the learning process. Further, facilitators' and students' attitudes undermine the digital learning process. Public universities during the post-COVID-19 Era had enough computers, and students could easily access the internet. The study further concluded that most students fear online due to the nature and content of the courses. The study recommends The Universities Management should train personnel in order to ensure proper and full implementation of digital learning. Further, they should ensure proper network and internet installation to ensure proper digital learning. The study also recommends that students be trained in digital learning and encouraged to change their negative attitude towards it. Further, the study recommends that facilitators be trained in implementing and facilitating digital learning.