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

Abstract

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.