E-Moderation and Uptake of Post Graduate Diploma in Education (PGDE) Online Programme at the University of Nairobi, Kenya
- 1 Department of Educational and Distance Studies, University of Nairobi, Nairobi, Kenya
- 2 Department of Educational and Distance Studies, University of Nairobi, Nairobi, Kenya
Abstract
Over the years, PGDE at the University of Nairobi was offered through distance education but with limited face to face support. This changed during COVID-19 pandemic when academic programmes moved online. This study aimed at establishing the role of e-moderation in uptake of PGDE. Variables were access, motivation and online socialization. Questionnaire was administered to 30 respondents. Results show that though e-moderation is done, it is not properly structured and does not directly lead to uptake of PGDE. For example, 50% of respondents strongly disagree that they are e-moderated to access the Learner Management System, 78% strongly disagree that there is motivation by programme providers while 48% agree that there is online socialization. The correlation analysis reveals that multiple R value of 0.900 has a very strong positive relationship between independent variables (online socialization, access, and motivation) and dependent variable (uptake of post graduate diploma in education course). In conclusion, e-moderation should be structured and should be inbuilt at design level, so as to enhance uptake of the programme.
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