Blended Learning: The Post Covid-19 Solution for Higher Education in Kenya (A Case of KCA University)
- December 18, 2021
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XI, November 2021 | ISSN 2454–6186
Dennis Simiyu
St. Lawrence University, United States of America
Abstract: The outbreak of COVID-19 and post COVID-19 pandemic has basically reshaped our thinking and how different the global carries out its business from today. There is no doubt that even if the COVID-19 virus is completely suppressed and global lockdown comes to an end, the virus effects will linger. Higher education is one of the areas that have been highly hit by the pandemic. This paper scans through blended learning as the post COVID-19 solution to teaching and learning in higher education, particularly, Kenyan Higher Education with KCA University as a case study.
Key Words: Blended Learning, COVID-19, Higher Education, Digitalization, Technology, Five Forces
The institutions of higher learning in Kenya have embraced remote assessment and engagement of students during the COVID-19 pandemic period. It is therefore significant for Kenyan universities and colleges to plan for post COVID-19 pandemic and any other wind blowing that might arise later. Blended learning is also called “hybrid learning” it represents a learning model that combines non-formal (online courses) and formal (traditional classroom) methodologies. It is the model that integrates technology to boost learning and delivery of other services. While using KCA University as a case study, the article explains the strategies that the Kenya higher education institutions can use in Post COVID-19 basing on Michael Porters Five Forces which give organizations and firms room to practice their competitive position according to co-ordinates of power and threats. The Michael Porter forces provides useful lens for analyzing strategic moves of players in KCA University and other institutions of higher learning. The data was collected qualitatively through textual analysis from books, journals, individual participation, observation, interview and presented descriptively.
I. INTRODUCTION
This paper scans through blended learning as the post COVID-19 solution to teaching and learning in higher education, particularly, Kenyan Higher Education with KCA University as a case study.
