INFLUENCE OF BLENDED TEACHING AND LEARNING STRATEGIES – ESTABLISHING ROLE OF LECTURERS IN USING BLENDED LEARNING APPROACHES TO SUPPORT TRAINING STRATEGIES AMONG STUDENT IN KENYA MEDICAL TRAINING COLLEGES (KMTC) IN NYANZA REGION, KENYA

Authors: Collins Moses Owuor (MBChB/MMed), Ignatius Munyiri (PhD) & Jackson Mwangi (PhD)

ABSTRACT

Background: The study aims to evaluate the role of lecturers in implementing blended teaching methods used to support training strategies for students at Kenya Medical Training Colleges (KMTC) in the Nyanza region, Kenya.

Materials and Methods: A mixed descriptive cross-sectional design was adopted, including 9,954 students from 14 KMTC campuses. Questionnaires, focus group discussions, and interviews were utilized to collect data, which was then evaluated with descriptive statistics and multivariate analysis.

Findings: Results indicated conflicting perspectives of lecturers’ involvement in blended learning. Whereas some students recognized the lecturers’ expertise in curriculum creation and technological integration, a sizable number remained indifferent or doubtful. Multivariate research revealed a need to improve lecturers’ educational and technological abilities.

Discussion: The research identified limitations in lecturers’ use of blended learning approaches, indicating opportunities for professional growth, notably in adapting to modern teaching methods and increasing student participation.

Conclusion: The research emphasizes the value of lecturers’ roles in increasing student engagement in blended learning settings at KMTC, as well as finding opportunities for advancement in training methods and technology incorporation. The set-up of the Lecturer Excellence Awards is proposed to motivate and appreciate blended learning execution and ongoing research into lecturers’ attitudes toward blended learning use at KMTC.

Keywords: Blended Learning, Lecturers, Medication Training, KMTC, Technology Incorporation, Professional Skills

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