Document Type

Article

Publication Date

6-1-2022

Keywords

COVID-19, online learning impact, virtual learning, educators

Abstract

Several countries have transitioned to online and/or virtual learning to minimize the impact of Covid-19 on education. In Kenya, schools were closed for the better part of 2020 and reopened back on relying on an online mode and/or virtual learning. However, very little is known about the impact of such transition on postsecondary educators. Therefore, this research aims to bridge this gap by investigating the impact of online and/or virtual learning transition on postsecondary educators based on age, gender, location, and academic rank. Using a nationally distributed web-based survey, the study utilized data from 117 educators across Kenya who participated in the survey between August-September 2021. The results show that transition to online and/or virtual learning due to Covid-19 saw a substantial impact on teaching/research, productivity, and practical lessons across both genders, all age groups, locations, and academic ranks. However, the differences observed across genders, age groups, locations, and academic ranks were not statistically different. There is a lack of empirical evidence on the impact of the transition to online and/or virtual learning on educators due to Covid-19. Higher education administrators and government policymakers will find value in this paper as they work to respond to the negative effects of Covid-19 as well as opportunities in online and/or virtual learning.

Journal Title

International Journal of Education, Technology and Science

Volume

2

Issue

2

First Page

119

Last Page

137

ISBN

ISSN 2757-9514

First Department

School of Rehabilitation Sciences

Acknowledgements

Open access article retrieved 8/28/23 from: https://globets.org/journal/index.php/IJETS/article/view/41

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