Motivation, problem area

1. AN INVESTIGATION OF THE ADOPTION OF TECHNOLOGY TO SUPPORT TEACHING AND LEARNING IN THE DISTANCE LEARNING PROGRAMME AT AFRICA NAZARENE UNIVERSITY Mary Ooko and Mpine Makoe (Africa Nazarene University Nairobi, Kenya and University of South Africa, Johannesburg South Africa)

2. Motivation, problem area Adoption of Technology to Support distance learning

3. Motivation, problem area • The ever increasing demand for university education, overstretched residential facilities and the need for continued learning have led to the emergence of Open and Distance Learning (ODL) in Kenya. • Educational institutions are answering the challenge of increased enrolment and lack of physical space, by developing distance learning programs • Kenya has witnessed an unprecedented expansion of distance learning programmes to cater for the great number of people determined to enhance their skills and positions in the work place while still desirous of working and supporting their families.

4. Motivation, problem area • The magnitude of new technologies introduced over the last ten years or so has also impacted tremendously on Open and Distance learning practices (Weumin & Dhanarajan, 2006). • The mobile phone penetration in Kenya is over 75% ( CCK, 2012) • Institutions are seeking to increase enrolment by attracting non-resident learners and the growing need of adult learners seeking to acquire qualifications while overcoming the constraints inherent in conventional education (MoE, 2006).

5. In order to offer effective instruction to distance learners technology must be incorporated. • However, it has been observed that there are numerous challenges associated with the adoption of technology to support teaching and learning in distance learning programs (Singh & Means, 2000).

6. Research Objectives • Establish the level of adoption amongst lecturers and students in an IODL environment. • Examine how lecturers and students are using technology in teaching and learning processes. • Explore the students and lecturers attitudes and perceptions about using technology in teaching and learning. • Design, adopt and develop a framework for the adoption and implementation of using ICT technologies to enhance and support distance learning.

7. Research Questions • To what extent is distance learning lecturers and students using technology for teaching and learning? • What are the students and lecturers perceptions and experiences in using technology for learning? • What factors influence the implementation of technology to support teaching and learning in an IODL environment?

8. Rationale: • Research indicates that effective use of technologies in distance education promotes learner centeredness (Mudasiru, 2006). • Lecturers who have adopted technologies in teaching can support distance learners more effectively. • Lecturers in distance education can effectively integrate technology into teaching and learning activities in a systemic way which is important for transforming pedagogical activities. • The online method of delivery does not only saves time and money often associated with travelling costs to places of learning but it also offers flexibility in learning schedules

9. Technology User Acceptance Theories and Models • For the purpose of understanding the study, it is important to discuss user acceptance theories and models. • Acceptance terminology is defined as "the demonstrable willingness within a user group to employ Information Technology for the tasks it is designed to support" (Dillon and Morris, 1996). • Most theories and models used social psychology frameworks to study knowledge, beliefs, thoughts, perceptions and behaviors of people. Furthermore, User acceptance models and theories studied technology features and their effect on customers’ behavior (Baraghani (2007). Technology User Acceptance Theories and Models

10. Technology User Acceptance Theories and Models Technology User Acceptance Theories and Models • Innovation Diffusion Theory: It is a basic theory in technology adoption process; it deals with user acceptance and organization acceptance for new technology • Theory of Reasoned Action: Intention influence the human’s behavior to adopt or reject new innovations. • Technology Acceptance Model: According to TAM, attitude toward new technology is influenced directly by two main factors, which are perceived usefulness (PU) and perceived ease of use (PEOU) • Theory of Planned Behavior : According to theory of planned behavior, attitude, subjective norms and perceived behavioral control are directly influencing the intention to use new technology

11. Technology User Acceptance Theories and Models Innovation Diffusion Theory: • It is a basic theory in technology adoption process; it deals with user acceptance and organization acceptance for new technology • According to Rogers (1983, 1995), there are five categories that influence the spread of innovations. These five categories are: • Relative Advantage • Compatibility • Complexity • Trial ability: • Absorbability

12. Technology User Acceptance Theories and Models • Adoption of Innovations Rogers Adoption and Innovation Curve

13. Technology User Acceptance Theories and Models • Theory of Reasoned Action: • TRA adopts a generalized framework for technology acceptance. • Intention influence the human’s behavior to adopt or reject new innovations. • Intention is influenced by attitude and subjective norms according to this theory. • Subjective norms is influenced by beliefs and motivation, whereas attitude is influenced by beliefs and evaluations (Fishbein and Ajzen, 1975).

14. Theory of Transactional Distance • The transaction known as distance education is "the interplay between people who are lecturers and learners, in environments that have the special characteristic of being separate from one another, and a consequent set of special teaching and learning behaviours" (Moore and Kearsley, 1996, p. 200) • The separation actually dictates that lecturers plan, present content, interact, and perform the other processes of teaching in significantly different ways from the face-to-face environment.

15. Technology User Acceptance Theories and Models • Technology Acceptance Model: Source : Alireza et al. (2010)

16. Technology User Acceptance Theories and Models • Theory of Planned Behavior: Source: (Lee, 2009)

17. Research approach, Methodology • Needs assessment from stakeholders:- • Students readiness • University management and administration readiness • Lecturers preparation and readiness • Direct observation of stakeholders working with distance learning programmes • The research findings will be obtained using triangulation methods, encompassing questionnaires and interviews • There will also be an Assessment of Impacts on the use of other technological approaches such email, eNazmoodle platform and shared drives.

18. Data Analysis • Qualitative: Qualitative method will be used to explore the students’ attitudes and perceptions about using technology in teaching and learning. Judgmental and stratified sampling will be used to elect respondents who will include the students registered in IODL. A path model will be developed to analyse the students’ adoption of the e-learning technological system • Quantitative:- Quantitative method will be used to establish the extent in which the IODL use technology for teaching and learning and to establish the extent of technological training/skills adoption at the IODL, Data will be collected using questionnaires

19. Ethical measures • Secure a research permit from the National Council for Science and Technology in the Ministry of Education, Science and Technology • Clearance will be sought from both the Institute of Research and Development of Africa Nazarene University, and the institute of Distance Learning. • UNISA ethical clearing process will be followed as indicated in the ethical clearance form, 2013 • Review and clearance by the Research Ethics Committee (REC) of UNISA will be sought.

20. Trustworthiness (Reliability and Validity) • Reliability will be determined by the freedom given to the participants to elaborate during interviews, allowing for honesty, richness and depth. Reliability of the quantitative data will be assessed by the internal consistency technique. • The validity of the study will be through the use of triangulation, which means, the use of a number of differing research instruments. The preservation of original authentic data will also enhance validity, as does the opportunity for interviewees to check notes taken during interviews, ensuring accuracy.

21. Research approach, Methodology

22. Proposed Challenges of Technology in IODL- • Cost: Bundles and Internet Access • Designing a profitable and sustainable Model for all stakeholders involved the system • Acquisition of Technological infrastructure: Mobile and laptops • Student’s information privacy • Usability complexity in concentration

23. Exploring eLearning Opportunities • For users to get the benefits of elearning, the following matters:- • Gathering suggestions from stakeholders • Involving the stakeholders in the design and development of the platform of instruction. • Establishing the right partnerships for successful usage and sustainability.

24. Exploring eLearning Opportunities ICT Technologies that can be used in IODL • Blogging/micro-blogging - Blogger, WordPress, Twitter • Social networking - Facebook, MySpace, LinkedIn • Collaborative authoring - Wikipedia, Google Docs, Office Suite • Multimedia sharing - Flickr, YouTube, • Web conferencing - WebEx, GoToMeeting, • Classroom 2.0 • Print media • Interactive Instructional Television • Recorded Audio and Video Media • Video and Teleconferencing

25. Conclusion and outlook • There is immense potential for mobile and computing technology to revolutionize distance education in Kenya and Africa in general • Involvement of end users and all stakeholders is paramount to the success of the use and adoption of Technologies in IODL. • Sustainable e-learning models should be established that are comfortable to use by the end user or any of the involved stakeholders • Right partnerships should be strategically established to promote the use of Technologies and innovations to stakeholders in the distance learning sector.

26. Mary Ooko and Mpine Makoe • Africa Nazarene University - Nairobi, Kenya • University of South Africa – Johannesburg, South Africa • mooko@anu.ac.ke | Qakisme@unisa.ac.za • ICT | Distance Learning | Research Thank You

27. AUTHORS

28. FINALLY • References are included in the end of the paper Using the Harvard referencing style .