Kenyan public primary schools are rapidly adopting digital technology in teaching and learning. The purpose of this study was to establish teachers' computer skills as groundwork towards the integration of laptop computers in public primary schools in Homa Bay County, Kenya. The study was based on one objective: to investigate the teachers' computer skills that were necessary for the Digital Literacy Programme (DLP) in Homa Bay County. A crosssectional survey was adopted as the research design whereby both quantitative and qualitative research data were collected and used for the study. The study population comprised of 6,529 teachers and 845 head teachers in public primary schools in Homa Bay County. A sample size of 362 teachers and 85 head teachers were used for the study. Data were collected using questionnaires and interview schedules. Quantitative data were analyzed using descriptive statistics. The results from the interviews were recorded, transcribed, organized into major themes and reported. The findings showed that 199 (56.4%) sample teachers had attended general computer literacy courses at various institutions of learning. The study also showed that 109 (30.9%) of the sampled teachers had been trained by the government on DLP. However, when the teachers' computer skills were rated on a 5-point Likert scale, they were found to be low (2.76). In addition, 35 (44.3%) of the sampled schools had no teacher trained in computer skills by their colleagues as was expected. The study concluded that sample teachers had a good starting point

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Abstract—Systems for Teaching and Assessment using Computer Algebra Kernel (STACK) is a computer-aided assessment plug-in for the Moodle learning management system that provides sophisticated tools for student assessment in mathematics and related disciplines, with emphasis on formative assessment. In the last four years, IDEMS international has supported the School of Mathematics at Maseno to integrate STACK and use it in the teaching, learning, and assessment of undergraduate students in nine courses. One of the courses was “Introduction to Complex Analysis'', a third-year course shared by students taking mathematics-related programs from different faculties within Maseno. This paper reports on an evaluation of learner behavior in the Complex Analysis course using data from the STACK weekly quizzes done in that course, the final exam, 20 key informant interviews, and 4 focus group discussions.

Supervision of eLearning students at Maseno University poses a great challenge to the normal institutional order because most senior lecturers qualified for postgraduate supervision are technologically illiterate, semi-literate, or challenged [ ]. The recommended lecturer to student ratio for postgraduate supervision in Maseno University is and for master's and PhD students, respectively, but the actual ratio is [ ]. The challenge of high student numbers in three different campuses, low numbers of qualified supervisors and fully online students is a big problem. ELearning is not new to the developed world but a fairly new concept in "frica [ , , ]. Through eLearning, Maseno is fulfilling the global demand for universal lifelong learning [ ]. Introducing blended supervision was a strategy seeking to harness the opportunities in the online platform by reducing distance between students while increasing the rate and quality of feedback [ , , ] leveraging the affordances of virtual learning to create an interactive environment for learners and faculty [ , , ]. Objectives of this project were to develop policy and procedures for online supervision, Identify postgraduate supervision milestones, and "uild a collaborative research environment. The study used the critical case study design [ ] and was hinged on constructivist theory [ ]. The population consisted of students, lecturers from the schools with postgraduate courses at eCampus, and university administrators. Purposive sampling led to students, lecturers, and administrators from one school that fully embraced the model. Data were collected using online discussions, observations, and interviews. Data were analyzed using time series analysis to identify milestones in the supervision process while predicting best interaction models for online supervision. Regression logic model further helped predict expected completion rates based on existing supervisor to student ratios. The study identified key supervision milestones as assistance in drafting an acceptable concept paper and proposal, quality interaction and feedback from supervisor, provision of adequate tools to support research processes, identification with a collaborative research team, and exposure to research seminars and presentations. From the milestones, the study school identified a group of qualified supervisors and offered them training on use of the online platform and resources in supervision. This study concluded that a pilot model for blended postgraduate supervision is in its formative stages, the collaborative postgraduate research course area is being piloted in six schools, online supervision has enabled most schools to

Due to the COVID-19 pandemic, Maseno University (MU) began to consider institutional shift from traditional face-to-face (F2F) instructions to online and blended modes of teaching and learning. The university was able to draw from its experience with adapted flexible and blended learning (FBL) approaches for high enrollment common courses already offered to students on the Learning Management System (LMS). Several questions have been raised: How to preserve what most lecturers consider as most essential — the regular student interaction, the freewheeling give-and-take discussion sessions — if the class cannot be together in the same physical space at the same time? How to make a synchronous activity dependent course and make it work in a completely asynchronous environment? How to handle the practical based subjects on the online platform? And even if the university is able to find acceptable answers to these questions, where would it begin? However, MU did not try to reinvent the wheel. There were already examples of good practice in a number of common courses had been running on the LMS. The available courses already had a blend of both theory and practical base. The university sought assistance from schools and departments that already had parts of their programmes running on the LMS. They were able to tap into their expertise and get introduced to a valuable collection of resources about online distance teaching and learning (ODTL). That, in turn, assisted the university to develop online or blended versions of its regular F2F courses that far surpassed expectations, judging from how well their courses performed, and get ready for any other unexpected circumstance equal or similar to which the world has had to live through the COVID-19 pandemic.