University student-teachers’ diversity and attitudes toward classroom participation

Rugambuka, Innocent Buberwa; Mazzuki, Blandina Daniel

doi:10.1016/j.heliyon.2023.e16364

Cited by 2 publications

(1 citation statement)

References 42 publications

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“…In line with Rugambuka and Mazzuki (2023), this implies that the institution's readiness plays a pivotal role in promoting participation, irrespective of learners' diverse backgrounds. The lack of a significant moderating effect of learner diversity indicates that the institutional readiness is equally effective for all learners, regardless of their individual characteristics.…”

Section: Coefficientsmentioning

confidence: 81%

The Moderating Influence of Learner Diversity on the Relationship between Institutional Readiness and Learner Participation in Distance Learning in Kenya

Kiruma,

Aseey,

Kyalo

et al. 2023

SCIMUNDI

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The objective of this study was to establish the moderating influence of learner diversity on the relationship between institutional readiness and learner participation in distance learning in Kenya. The study adopted a mixed-methods research. The target population included 916 learners enrolled in bachelor of education programs, with a representative sample of 180 students selected. A structured survey questionnaire was utilized to collect data. Open-ended survey questions provided qualitative insights, enriching the data. The qualitative data were analyzed thematically. Descriptive statistics were employed to summarize the quantitative data, providing a clear overview of learners' perceptions and responses. Hierarchical regression analysis was used to test this hypothesis. The findings suggest that learner diversity does not significantly alter the relationship between institutional readiness and learner engagement. While institutional readiness remains a robust predictor of participation (Model 1: β = 0.920, t = 31.226, p < 0.05), the introduction of the moderating variable in Model 2 leads to diminished individual significance for both institutional readiness and the moderating variable. However, Model 3 unveils a nuanced landscape, emphasizing the critical role of the interaction term. The substantial impact of the interaction term (β = -8.392, t = -12.019, p < 0.05) underscores the intricate interplay between institutional readiness and learner diversity. This study emphasizes the importance of prioritizing institutional readiness to enhance learner participation in distance learning, acknowledging the subtle yet influential role of learner diversity in shaping this relationship. Future research could delve deeper into the specific mechanisms through which learner diversity interacts with institutional readiness to influence participation. To enhance distance learning in Kenya, it is recommended to strengthen institutional readiness by investing in robust technological infrastructure. Continuous faculty training programs should be implemented to enhance digital teaching proficiency. Collaborative efforts among faculty members to improve online learning experiences should be encouraged. Equitable access to resources, particularly for diverse learners, must be ensured to promote inclusivity. Policymakers should prioritize these measures, emphasizing the significance of a well-prepared institutional environment for effective and equitable distance education in Kenya.

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Section: Coefficientsmentioning

confidence: 81%

The Moderating Influence of Learner Diversity on the Relationship between Institutional Readiness and Learner Participation in Distance Learning in Kenya

Kiruma,

Aseey,

Kyalo

et al. 2023

SCIMUNDI

View full text Add to dashboard Cite

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Understanding the Purpose of Higher Education Learners' Learning Outcomes (HELLO) to Support Improvement in Learning Outcome

Mitra

2023

Design and Implementation of Higher Education Learners' Learning Outcomes (HELLO)

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The purpose of higher education learners' learning outcomes (HELLO) is to measure educational programs' successes in developing students' knowledge, skills, and competencies. HELLOs provide a framework for setting learning goals, designing instructional strategies, and assessing student progress. This chapter aims to provide an overview of the purpose of HELLOs and how they can support improvement in learning outcomes. The chapter begins by defining what HELLOs are and the role they play in the learning process. It then discusses the importance of setting clear learning goals and aligning them with the program's mission and objectives. The chapter explores various instructional strategies that can support achieving these goals, including active, problem-based, and project-based learning. Finally, the chapter discusses the importance of ongoing evaluation and improvement of the HELLOs. It emphasizes the need for continuous reflection and revision to ensure that the HELLOs remain relevant and effective in supporting student learning outcomes.

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University student-teachers’ diversity and attitudes toward classroom participation

Cited by 2 publications

References 42 publications

The Moderating Influence of Learner Diversity on the Relationship between Institutional Readiness and Learner Participation in Distance Learning in Kenya

The Moderating Influence of Learner Diversity on the Relationship between Institutional Readiness and Learner Participation in Distance Learning in Kenya

Understanding the Purpose of Higher Education Learners' Learning Outcomes (HELLO) to Support Improvement in Learning Outcome

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