Integration of Technology in Content Development for Effective Online Teaching in Private Universities in Kenya

Abstract

To successfully teach in a technologically advanced environment, an online instructor needs a wide abilities and competencies. This descriptive correlational study aimed to establish the extent to which faculty integrated technology in content development for effective online teaching in private universities in Kenya, with a focus on the United States International University -Africa. One hundred faculty from four schools responded to the questionnaire. Descriptive statistics, correlation, and linear regression analyses were used for data analysis. The results indicated that the faculty integrated different technologies in content development for online classes. For example, 85 % of the respondents integrated online course orientation (M = 4.3, SD= 0.855), and 86 % integrated eBooks/textbooks (M=4.2, SD=0.92). Only 42% of the respondents integrated personal generated videos (M=3.4, SD=1.42). A statistically significant linear relationship was found between integration of technology and effective online teaching . Integration of technology in content development accounted for approximately 17% of the variability in effective online teaching and had a statistically significant positive effect on effective online teaching (R2 = .165, β = .232, t(98) = 4.408, p < 0.05).

Keywords

• online teaching
• competencies
• technology integration
• content development