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Investigating the viability of synchronized online learning for Kenyan students in Technical and Vocational Education and Training (TVET) institutions

Author

Listed:
  • C. Obara

    (Department of Education Technology, Dedan Kimathi University of Technology, 10143, Nyeri, Kenya)

  • R. Rutto

    (Department of Aeronautics and Astronautics Engineering, University of Washington, 1410 NE Campus Pkwy, Seattle, WA 98195, United States)

  • D. Ongera

    (Institute of Education, James Cook University 349 Queen Street, Brisbane, QLD, 4000, Australia)

Abstract

This study looks at Kenyan TVET students' perceptions regarding synchronous online teaching. Learners were asked about their thoughts on synchronous online education in Kenya. A cross-sectional survey was carried out in four Western Kenya TVET institutions. A self-administered online questionnaire with four sections was utilized to collect data on demographic characteristics, online training details, opinions, and challenges in synchronous online learning. From the results, a total of 353 responses (a 73.2% response rate) were received from the students. It was observed that most respondents preferred smartphones (63.74%) for online access, using online learning moodles: Zoom and Google Meet (28.61% and 26.63%, respectively) as the communication platforms. A majority (71.67%) agreed that online learning is more comfortable for learning theoretically. Moreover, 44.76% of the students would choose to study physically to complete their studies because 77.05% of them agree that physical learning is more motivating than online learning. The respondents strongly agreed that the high cost of the internet (46.74%), inability to conduct practicals online (39.38%), and poor internet connections (21.25%) are the main challenges encountered during online learning.  The findings highlighted that online learning could not produce desired results in TVET institutions in Kenya because most students cannot access the internet due to technical and monetary issues. They further stated that the lack of face-to-face interaction with the trainer was less motivating since a longer response time is needed to clarify a concept. Furthermore, interruptions during lessons from internet connections, the environment, and peers make synchronous online learning more challenging.

Suggested Citation

  • C. Obara & R. Rutto & D. Ongera, 2025. "Investigating the viability of synchronized online learning for Kenyan students in Technical and Vocational Education and Training (TVET) institutions," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 8849-8862, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-9:p:8849-8862
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    References listed on IDEAS

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