Higher Education eLearning Technologies International Conference Dr. Rebecca Wambua has a PhD in Distance Education from the University of Nairobi, and is a Commonwealth of Learning Consultant. About the Speaker She is a Keynote Speaker in the 7th African Council for Distance Education Triennial Conference (26th-29th March, 2024). She has also been a Key Note Speaker in the eLearning Conference in the University of Embu held from 2nd to 3rd November, 2023. Dr. Wambua facilitated 2 workshops at Maasai Mara University (in January and February, 2024) on ODeL policy development and design and development of instructional materials. She is scheduled to train the faculty on online teaching competencies in March, 2024, funded by Commonwealth of Learning. She has served in the education sector for over 32 years (17 years at the school level and 16 years in the university). About the Speaker She is the current Chairperson of Distance Open and e-Learning Practitioners’ Association of East Africa and the Chairperson of Distance Open and e-Learning Practitioners’ Association of Kenya which consists of senior faculty members from more than 62 universities in Kenya. Dr. Wambua is a senior lecturer at Africa Nazarene University and she has played various leadership roles at the university level including being the Director of the Institute of Open, Distance and e-Learning in Africa Nazarene University, the Coordinator for Education and Counselling programmes, the School Based Coordinator and as the Head of Distance Education and e-Learning at Kenya Methodist University. About the Speaker Dr. Wambua has keen interest in Distance, Open and e-Learning and has co-authored six peer reviewed articles. She has published 4 books, co-authored 8 instructional manuals (for Kenya Methodist University and Kenya Education Management Institute) and edited 12 instructional manuals for African Virtual University. She has organized three workshops for County Governments and Parastatal bodies in Kenya, 2 workshops for the Bankers’ Sacco, facilitated 10 team building activities in schools among teachers and Boards of Management and given motivational talks to students in more than 20 schools. About the Speaker Dr. Wambua is the Head of Counseling Department CITAM Rongai where she is in charge of 51 counsellors. She is the current Chairperson of the Board of Management, CITAM Schools, Rongai About the Speaker Adoption of disruptive education technologies and pedagogical skills in a transformative higher education ecosystem. Stimulation of Social Learning Through Digital Innovations in Higher Education 8 Open, Distance, and e-learning (ODeL) is a way of providing learning opportunities that are characterized by the separation of teacher and learner in time and/or place. It is learning that is certified in some way by an institution or agency, through the use of electronic media, two-way communication that allows learners and tutors to interact. STATUS OF ODeL IN KENYA 9 There is a specialized division of labor when it comes to course development and delivery. Open, Distance, and e-learning (ODeL) is a global phenomenon. It is considered beneficial because it is cost effective to both the institution and the learners, it offers high quality professional development at the place of work which is beneficial to employers, it helps in increasing access and equity, and it provides the means by which lifelong learning is achieved. 10 In spite of these advantages of ODeL, the Government of Kenya still experiences challenges such as access, equity and quality in the institutions of higher learning. ODeL programmes in most of universities in Kenya have low retention rates. 40%-80% of students enrolled in ODeL programmes do not complete their programmes ( Ndege et.al 2023). 80% DATA 11 STATUS OF ODeL IN KENYA One of the key causes of low retention is lack of interaction between facilitators and students. This creates a feeling of isolation and lack of motivation. Students often struggle to stay engaged and focused on their studies, hence the need for social learning SOCIAL LEARNING Social Learning is learning by observing people with the goal of adapting one’s behavior in social contexts. Interactions and collaborations lead to social learning by building a sense of belonging. It is a psychological concept developed by Albert Bandura in the 1960s The theory emphasizes the importance of observing, modeling and imitating the behavior, attitude and emotional reactions of others. SOCIAL LEARNING THEORY Modelling Students imitate those who are in authority or experts Reinforcement: Positive or negative reinforcement can influence whether a student is likely to repeat a behavior Observational learning Students learn by watching facilitators KEY PRINCIPLES OF SOCIAL LEARNING THEORY Social learning involves cognitive processes such as attention. Retention, reproduction and motivation. Cognition: Human behavior is influenced by constant interaction between personal factors and environmental factors Reciprocal Determinism: NB New behavior/learning is acquired through social interaction KEY PRINCIPLES OF SOCIAL LEARNING THEORY Digital innovations in higher education have significantly impacted and stimulated Social Learning by creating new opportunities for collaboration, interaction and engagement among students Perceived ease of use by facilitators and students is a key factor to consider in using digital innovations DIGITAL INNOVATIONS IN HIGHER EDUCATION 1. Online Collaborative Platforms. The Learning Management System provides spaces for students to collaborate on projects, share resources and engage in discussions. Features such as discussion forums encourage social interaction and cooperative learning They allow real-time engagement. Students and facilitators exchange ideas, questions and insights, creating a social learning environment that transcends physical boundaries, e.g Zoom platform 2. Virtual Classrooms or Webinars: Group discussions, peer support, knowledge sharing can occur on platforms such as Facebook and Twitter. 2 3. Social Media Integration. 3 Dedicated groups or pages can be created for each course for students to discuss Many higher education institutions leverage social media platforms to facilitate communication and collaboration among students. 1 Messaging apps such as Watsapp allow students to engage in meaningful discussions regardless of time zone 4. Asynchronous Communication tools . 5. Discussion Boards such as the discussion forums on the Learning Management System allow flexibility and promote Social Learning beyond the traditional class hours. 6.Online Study Groups. Video conferencing and collaborative document editing (on Google Drive) make these interactions more effective in real time 2 Digital tools enable formation of virtual study groups where students can collaborate on coursework, share resources and discuss concepts. 1 7. Interactive Learning Modules. Develop Interactive e-Learning Modules which encourage collaboration, problem solving and critical thinking. Include features such as discussions and group activities Create and share podcasts featuring guest speakers, experts or student-led discussions to enhance Social Learning through alternative media 8. Podcasts: 9. Personal Learning Network (PLN). Educate students on the importance of building Personal Learning Networks and guide them on using professional networking platforms like LinkedIn. Students can connect with peers, professors and professionals in their field of study. This expands their perspectives and provides opportunities for collaborative learning The availability of freely accessible educational resources online promotes the sharing of resources and collaborative learning. OER can be used by educators and students alike, encouraging a culture of knowledge sharing. 10. Open Educational Resources (OER). Encourage students to maintain reflective journals or blogs where they can share their thoughts, experiences and insights related to the course content. 11.Reflective Journals and Blogs. Incorporating gamified elements into digital learning experiences can make educational process very engaging. This fosters collaboration, competition and discussion among students promoting Social Learning. You can give game like tasks and give awards based on the performance and ensure that the scores contribute to the overall grade at the end of the semester. 12. Gamification. Any digital innovation geared towards enhancing Social Learning should focus on collaboration of learner to learner or learner to the facilitator. It should ensure that the learner is actively engaged in the teaching and learning process. Digital innovations should be simple enough to ascertain ease of use of the technology by the learner. They should resolve the challenge of isolating the learner from the facilitator. They should encourage a learner centred approach in the teaching and learning process. LEARNER SUPPORT SERVICES personal counseling career services Administrative support mentorship academic advisory LEARNER SUPPORT SERVICES SUPPORT SOCIAL LEARNING The learner support system is the holistic non-subject assistance provided to every learner by an institution other than generic teaching. Learner support system, positively and significantly influences students’ academic performance (Wambua et.al.,2019) Learner support system is the competitive edge of ODeL programmes LEARNER SUPPORT SERVICES Social support is an overarching factor across all the levels of higher education. Learner support system should be given preeminence in policies.( Wanti et.al., 2022) Learner support system should include peer support and support from facilitators, managers and the entire university staff SOCIAL SUPPORT REFERENCES Ndege W.M.,Ndiritu A. &Gatotoh A.M.(2023). Learner Academic Support Services and Retention of Students in Open Distance Learning Programmes: The Case of Selected Universities in Kenya. Africa Journal of Emerging Issues. Vol.5No.17. Retrieved on 3oth January, 2024. Wanti W., Wesselink.R, Biemans H. and Brok P (2022). Determining Factors of Access and Equity in Higher Education: A Systematic Review. Equity in Education and Society Vol.1 (184) Retrieved on 3rd February, 2024. Wambua R.M., Gakuu C. M., Kidombo H. and Ndege S. (2019) Institutional Factors, Learners’ Self Efficacy And Academic Performance Of Distance Learning Students In Selected Kenyan Public Universities. Doctoral Thesis, University of Nairobi REGISTRATION AS A MEMBER OF DOLPAK Pay Ksh. 3000 Pay Bill 247 247 Account Number 028381 Then send payment details and your name as you would like ti to appear on the certificate to Dr. Rebecca Wambua 0721 357 165 34 Thanks! Q&A 35 image5.jpg image3.png image4.png image6.png image7.png image8.png image9.png image2.png image10.png image11.png image12.png image13.png image14.png image15.png image16.png image17.png image18.png image19.png image20.png image21.png image22.png image23.png image24.jpg image25.jpg image26.png image27.png image28.png image29.jpeg image30.jpeg image31.jpg image32.jpg image1.jpg