ICT Infrastructure: A Key Prerequisite for Adoption of Open and Distance Learning in Public Universities in Kenya

Abstract

Education managers all over pay special attention to the four fundamental characteristics of Access, equity, quality and relevance of education as they design and implement education and training systems. Universities continue to explore new methods of teaching to address the four characteristics that define and drive education and training systems in higher education, which is a key pillar for social development as the country works towards the attainment of Vision 2030.  Open and distance learning (ODL) enhances access and equity in education as demanded by Constitution 2010 and Vision 2030. One, measures of access in education is adequacy or otherwise of (ICT) infrastructure, materials and teachers. Resources have been committed to development and implementation of distance learning materials and facilities, but adoption of distance learning modes is minimal at the Kenyan Public universities. This paper explores the readiness of public universities to adopt open and distance learning in terms of information communication technology (ICT) infrastructure. The study indicators were: computer availability; internet availability and internet connection points. The study objectives were: to establish the extent to which availability of personal computers influences managers' participation in ODL activities; to determine the extent to which availability of internet influences managers' participation ODL activities; to establish the extent to which number of internet connection points influences managers' participation in ODL activities. The research employed cross-sectional descriptive survey design; and multi-stage stratified sampling design. The findings indicated that availing necessary ICT infrastructure is a key requisite for adoption of ODL in public universities in Kenya.