Abstract:

Communication with open distance learning in mind is as old as writing. Human beings have always had the desire to extend themselves beyond the limitations of their physical confines as a way of either sharing their thoughts or influencing others. Open and Distance learning on Teacher Education is a function therefore of human desire to extent the self as a teacher. This extension can either be vertical, thus extending a person beyond his/her lifetime, or horizontal, thus extending a teacher beyond his/her geographical location. The purpose of this study was to analyze the enrolment and completion rates of B. Ed students under ODL Programmes, find out the current status of physical facilities and Instructional Resources and determine the overall Use of ODL on Teacher Education with regard to enrolment, course completion rates, cost and Technology used in universities offering B.Ed (ODL) Programmes. The study located itself on the theoretical framework of the teaching/ learning theories of Education as espoused by educational philosophies through the centuries. It borrowed Seaman’s idea based on the concept of a computer performing formal operation of symbols and constructivist principles in which a leaner actively constructs an internal representation of knowledge by interacting with the material to be learned. It is both situated condition and problem based learning. A descriptive survey design was used both in primary and secondary data. Purposive sampling technique was applied to select the four public universities offering B.Ed (ODL) Programmes, their respective ODL Directors, B.Ed (ODL) lecturers and university registrars. Simple random sampling technique was used to select 30% of the student population taking B.Ed (ODL) programmes. Data was collected through questionnaires, in-depth interviews and document analysis. The data was analyzed both quantitatively and qualitatively. The findings indicated that the enrolment of B.Ed (ODL) students was low compared to the entire population of B.Ed students. There were inadequate physical facilities and Instructional Resources used in the universities studied. The study also found that Open and Distance Learning provide high quality, sustainable and cost effective programs in Teacher Education. ODL lecturers used a common curriculum on Teacher Education discipline and students used distance mode of instruction. The study recommended that the government should establish open and new universities to enhance opportunities for students in remote areas and employed teachers to further their studies in Education. The government should also support public universities offering B.Ed (ODL) programmes through grants and cater for educational needs among the Kenyan citizens.

Keywords:

Open Distance Learning, Teacher Education, Curriculum.