Female Learner Experiences in Accessing University Education in Kenya through Distance Mode: Addressing Constraints, Prospects and Policy Directions

Abstract

This study assessed challenges experienced by 1 400 women distance learners in Kenyan public and private universities A cross-sectional survey design with quantitative and qualitative approaches guided the research process Quantitative analysis yielded descriptive statistics and severity scores while qualitative data were transcribed clustered into nodes and explored for emerging themes The results showed that about 77 of the participants believed that irregular and unsystematic supply of course materials disrupted learning continuity and was considered the most severe challenge experienced by learners Whereas 66 9 identified the turnaround time for assignments as a problem affecting study plans 60 7 noted that compulsory submission of assignments was a key challenge The study recommends the need for institutions to establish a supervisory system linking learners with administration to ensure a consistent supply of reading materials computerize student information system to improve administrative effectiveness develop a master plan for tutorials and standardize the turn-around time for assignments