Experiences of primary school in-service teachers

undertaking on-line professional learning sessions in

Kenyan coastal county.
Gioko Maina Ph. D. - gioko@agakhanacademies.org
Aga Khan Academy, Mombasa
Rosemary Waga B Ed. -rwaga@akesk.org
Aga Khan Primary, Mombasa

Experiences of primary school in-service teachers

undertaking on-line professional learning sessions in
Kenyan coastal county.
ABSTRACT
Online professional Learning (OPL) has become an option to access profession
learning (PL) due to limited opportunities in the developing world. With the Ministry of
Education Science and Technology and the in-service teachers service commission
demanding for PL for learner to maintain their teaching licenses in Kenya the demand
for PL is high against the limited seats and offering as well as lack of time or study
leave for the PL. This paper explores the experience of the in-service teachers
undertaking OPL to understand their experiences so as to offer information to what
the learner goes through. The research was undertaken to learners who had been
given opportunities for OPL in a professional development centre. Data collection was
through mobile based interviews through the WhatsApp platform. 80 in-service
teachers were involved with responses received from 55 in-service teachers. The
platform allowed follow-up question through voice, text and video response. The
responses were analysed, coded and emerging themes identified and discussed
against literature. The finding bought out the following as challenges attitude,
competency, connectivity, electrical power, resources, support and time. The learner
comes out with innovative ways of addressing the challenges so as to access OPL.
The finding confirms the challenges of OPL in developing world according to
literature. The innovative approaches to manage the challenges provide an insight to
OPL providers, educators and designers on the experiences of the in-service
teachers. The learner will derive maximum benefits of they are supported to
overcome the challenges.

Keywords
Professional Learning, Online, Training

INTRODUCTION
The education landscape is changing in Kenya with Registration of Examination
candidates, checking of National Examination results and access of pays slips and salary
statement for in-service teachers is all done online. This exemplifies the embracing of
technology by the education sector. On the other hand the Ministry of education science and
technology (MoEST) and Teacher Service commission (TSC) has offered a directive for inservice teachers to undertake professional learning (PL). This directive has taken a serious
angle with a threat to deregister in-service teachers or to demote headteachers who have not
attended PL in two years. This has made in-service teachers and school leaders to seek and
undertake PL. Over the last few decades there has been increased use of computing devices
in educational institutions in developing countries (Trucano, Hawkins & Iglesias, 2012). The
use of the web, computer, and mobile-based technologies has drawn a lot of interest among
in-service teachers, who use them for educational purposes as well as for social networking.

This at least implies a degree of familiarity with these technologies and the skills for using
those (Trucano et al., 2012).
One challenge has been the availability of PL sessions as the few that are available
can only accommodate a small percentage of the in-service teachers. Out of a population of
40 Million people Kenya has 171301 in-service teachers at primary schools and 48.087 at
secondary schools. OPL also has the potential to offer access to professional learning to a
large number of in-service teachers (Karim & Hashim, 2004). Economic challenges have
pronounced the difficulty of paying for PL sessions. OPL has started to emerge in many
developing countries where it has the potential to help meet an increasing demand for
education and address the growing decline of trained in-service teachers (UNESCO, 2006).
This has led to in-service teachers who have access to internet to explore online professional
learning (OPL) opportunities.
The exploration of OPL is an opportunity to offer PL to in-service teachers who are
able to access. OPL offers great flexibility in learning (Kocur & Kosc, 2009). This flexibility
provided by the various forms in which the learning material can be presented, allows the inservice teachers a variety of options to learn from at their own pace and time. However this
opportunity comes with its challenges. Knowing the challenges the in-service teachers are
undergoing will offer insights to professional leaning providers, trainers and other
stakeholders on how best to support and facilitate the in-service teachers in OPL. This has
led to the question What are the experiences of educators undertaking online professional
learning session in a Kenyan county? The focus was in-service teachers undertaking OPL
facilitated by professional development centre.

SIGNIFICANCE
Positive learning climate and performance expectations affect learner satisfaction,
and performance expectations provide the greatest contribution (total effect) to learning
satisfaction. Educators will hold positive attitudes towards OPL if they recognize that it would
help them improve their learning and teaching effectiveness and efficiency (Rahamat, Shah,
Din, Puteh, Aziz, Norman, 2012). Chen and Huang stated that understanding learner
attitudes can help expand OPL system functions and meet learner needs, which should
further increase the impact of learning and enhance satisfaction with the learning process.
Aixia and Wang (2011) found that the vast majority of in-service teachers who were satisfied
with an OPL environment held positive believes and attitudes towards it; perceived
satisfaction was identified as one of four factors that helped explain 83.8% of the variance of
learner attitude. According to Rhema and Miliszewska (2014) OPL and its potential benefits
for developing countries have been discussed in the literature, research on user perspectives
of OPL in those countries is limited. Given this background to the current situation in Kenyas
educational system, its imperative to explore the challenges posed to a successful
implementation.

LITERATURE REVIEW
As indicated by the UNESCO report, the gains from the adoption and implementation
of OPL are many and varied among which are the flexibility in learning (Kocur & Kosc, 2009),
lower cost compared to on-campus presence, ability to absorb the increasing number of
learner, availability of re-usable content, more avenues for human development, increased
educational opportunities, among others. Moreover the application of OPL in developing
countries has gradually advanced in recent years with an improved availability of Internet
connections, local area networks, and IT support (Omidinia, Masrom, & Selamat, 2011).
These advantages are however faced with some challenges that are fundamental and critical
to a successful implementation in a developing country. It must be noted however that these
challenges are not alien to developed economies (Andersson & Grnlund, 2009). Notable
among these challenges are infrastructural, technological, financial and institutional support.
Bhuasiri, Xaymoungkhoun, Zo, Rho, and Ciganek (2012) found that in developing
countries the most significant factors were related to increasing technology awareness and
improving attitude toward OPL, enhancing basic technology knowledge and skills, improving

learning content, requiring computer training, motivating users to utilize OPL systems, and
requiring a high level of support. Moreover in-service teachers characteristics are regarded
as a critical success factor in OPL in developing countries (Bhuasiri et al., 2012). These
characteristics include computer self-efficacy, Internet self-efficacy, computer experience,
Internet experience, computer anxiety, and attitudes toward OPL (Chu & Chu, 2010).
In-service teachers attitudes towards OPL have been identified as critical to the
success of OPL (Zhang & Bhattacharyya, 2008). Attitudes are influenced by the quality and
perceived ease of use of OPL courses, functionality of OPL platforms, and the level of
computer skills (Aixia & Wang, 2011). Omidinia, Masrom, & Selamat (2011) identified learner
attitudes as a factor that determined how OPL was adopted. In-service teachers computer
experience including perceived self-efficacy, enjoyment, and usefulness of using OPL also
played a role (Liaw & Huang, 2011). According to Selim (2007) the development of positive
attitude is realise by the use of the devices by people who are familiar with web technologies
and the skills needed to use computer and mobile devices. In turn, positive in-service
teachers attitudes and behaviours towards OPL are critical to their OPL readiness and
acceptance (Lim, Hong, & Tan, 2008). In-service teachers attitudes and beliefs towards OPL,
as well as their satisfaction with technology and past OPL experiences are regarded as
success determinants of future OPL initiatives.
In-service teacher levels of access to technologies represent an initial factor that
would shape their attitudes towards OPL, and their willingness to use it; the availability of
reliable ICTs and the convenience of accessing these technologies reflect learner attitudes
toward OPL (Rhema & Miliszewska, 2014). Having access to technology in OPL is evidently
an enabling or disabling factor. Access here implies the physical access to a computer, an
internet connection, the reliability of the connection and bandwidth, as may be needed to
access the full range of the content needed (Burn & Thongprasert, 2005). Sweeney and
Geer (2010) found that limited access to ICT constrains learner capabilities, attitudes and
experiences. According to Hussain (2007), In-service teachers selected for a study on OPL
indicated that they faced many difficulties in accessing ICT facilities and this limited their
ability to use technologies. Accessibility of technology tends to affect learner and instructor
attitudes and competencies and correlates positively with the level of technology use (Agyei
& Voogt, 2011). The in-service teachers ability to use ICTs was significantly hindered by the
low level of technology access (Hussain 2007). Many research studies identified correlations
between positive computer experience and positive attitudes, competence and comfort with
computers (Papaioannou & Charalambous, 2011, Paris, 2004) and an inverse relationship
between computer experience and computer anxiety (Olatoye, 2011). Other studies
disagreed with these findings and claimed that computer experience did not play a significant
role in reducing computer anxiety or developing positive computer attitudes (Felton, 2006).
The amount of time in-service teachers have to and want to commit plays an
important role in the success of OPL implementation (Agyei & Voogt, 2011). When several
activities compete for the attention of the learner, without prioritization and discipline, very
little can be realized from an OPL programme. Furthermore, Agyei and Voogt conclude that
without making time for studies reading materials, answering test questions, engaging in
group assignments among others due to other equally important activities like job and home
requirements, the expected impact will not be felt. This would create dissatisfaction, high
dropout rates, and a rippling effect of discouraging potential in-service teachers.
The academic confidence of a learner can predict the success or failure of a learner
in an OPL (Simpson, 2004). Andersson (2008) describe that previous academic experience
and qualifications can best describe in-service teachers performance. Where a learners selfefficacy, which is the learners confidence in his or her ability to successfully complete a
course, is high, the potential for impacting positively on the success of an OPL
implementation can be positive. Where the self-efficacy is low, it can result in difficulties in
the implementation.
In-service teachers also need to have the necessary computer skills and feel
confident in the use of computers (Agyei & Voogt, 2011). The lack of these skills can be a
hindrance to learning, especially for in-service teachers who are entirely new to computers

as computer confidence accounts for much of the predictive power of good achievements.
Many in-service teachers in Kenya have either not been introduced to computers or have a
difficult time grasping the concepts and skills due to many factors like no access to
computers, little time spent using computers due to the number of in-service teachers
wanting to access them. Where this is the case, implementing OPL systems become a
challenging task both for the implementers and the users.
A stable and supportive study environment affect OPL to a very large extent and
some research suggest that this is perhaps the most important factor influencing drop out
and retention (Andersson & Grnlund, 2009). Social support can be about the time, and help
in-service teachers get from family and friends, and employers for those working. The very
nature of OPL that suggests self-study, either in part or whole shows that a conducive
environment devoid of distractions and full of support from the home and work place is
required. Where there is little understanding of OPL and its contributions to personal,
organizational and national development, the denial of this support can negatively affect its
implementation. There are claims that contact or intervention from the institution and support
from the tutor or other staff improve learning and pass rates (Andersson, 2008). A low level
support provision would discourage many people from using an OPL system.

METHODOLOGY
An analysis of relationships between learner attitudes towards OPL and their
demographic characteristics, access to technology, use of technology for learning, skill in
technology, and satisfaction with technology were included. The target group was in-service
teachers who were facilitated to access resources and undertake OPL. OPL is a blended
model of offering Professional Learning Session where concepts are taught face to face and
complimented with online learning, For example teaching comprehension to early years was
complimented by an online course from NovoEd which was offered after the session was
taught. The whole certificate course was 378 hours over the year and 60 hours out of that
was allocated for online learning. The approach was 20% offered by the facilitators to
supplement, 30% offered by the facilitators as self-study and 50 % options selected by the
course participants. Mobile qualitative research used to collect data. This was easy and
comfortable for the participants as it involved video, audio and text responses. This technique
was used to reach in-service teachers who were in a nationwide strike and it had the
possibility of follower up.
The study aimed to explore the experiences of learner on online professional learning
sessions. The study probed deeply and analysed intensively the multifarious phenomenon
that constituted OPL (Cohen & Manion, 2000). OPL was approached from a dialectical
perspective meaning both the person and the environment were taken into consideration
(Valsiner & Van de Veer, 2000). Data is strong in reality; hence the study examined an
instant action within a bounded system (Cohen & Manion, 2000). This involved OPL. The
study was done to in-service teachers who have been facilitated to undertake OPL either by
the course design or facilities support because it afforded an excellent opportunity to discover
phenomena within the real world settings in which they occurred (Merriam, 1998).
The study was also explorative in nature, the first goal sought to seek information
from the learners experiences on OPL, benefits and constraints to develop a holistic
understanding of the case. A set of open ended questions were used at the beginning. An
evolving working hypothesis emerged (Merriam, 1998); new questions were asked based on
the responses and inferences suggested. In the open interviews, relevant themes,
descriptors and categories were identified through interpretation of raw data (Jansen,
2010). The open ended questions were posted on the in-service teachers WhatsApp page.
The teachers were sent a prompted question in text, audio and video. The teacher would
respond in the mode favourable to them. Semi structured, open-ended questions were used;
(Wellington, 2000) asserts that in semi structured questions, the interviewer was flexible to
ask questions in any order. The in-service teachers responded and the researcher asked
follow-up question or clarification to get a deeper response to the questions. According to
Hammersley-Fletcher, 2002 repeat interviews allows for refocusing and development of new

questions based on the responses offered. The questions adopted a positive stance, with the
main prompt to explore the experiences in OPL. The prompting was directed to derive the
challenges educators were experiencing and how they were managing them. The series of
questioning was uploaded or transcribed depending on data capture until the researchers
were satisfied of the depth of the responses.
As naturalistic research continued, it was uncommon to change direction and ask
new questions (Merriam, 1998). The study was an enquiry, in real life context, where deep
investigation involved interdependence of parts and the patterns that emerged (Yin, 2009).
In this study, the researcher explored a single phenomenon, which is contemporary with reallife context (Yin , 2009). Therefore, the study was a qualitative, instrumental, exploratory and
interpretive case study.
The responses were transferred from WhatsApp to email. This allowed the
extraction from email to a word processor. The video and audio responses were transcribed
and all the text data were organized per aspect and tabulated. The tabulated data were
posted on a spread sheet for coding. The codes began with two categories of challenges and
approach to overcome the challenges. The second level of coding was based on the
description of the response. The final coding was on the nature if the description. The
responses were then sorted based on code 2 followed by code 1 and code 3. This allowed a
deeper analysis of the responses base on the emerging codes.

FINDINGS AND DISCUSSION

One of the challenges was on attitude. The challenge on attitude focused on
perspective and support (Zhang & Bhattacharyya, 2008). The in-service teachers felt that
they did not have the required skills or were not supported adequately by their peers and
facilitators (Selim, 2007). Furthermore some of the in-service teachers had thought that
virtual environment was not effective in learning (Aixia & Wang, 2011). To overcome the
attitude in-service teachers had to change their perspective by reflecting on the possible
benefits of OPL.
The other challenge was on competency which brought out access, content,
knowledge, skills and techniques. According to one respondent Insufficient skills to
navigate the net, faulty machines that leads to inefficiency, lack training and resources,
uncooperative skilful colleagues /facilitators who are never willing to assist .... 6 January
2015. In-service teachers had difficulties in connecting, navigating and handling the
computer while others felt that the online programs were difficult to comprehend (Burn &
Thongprasert, 2005,Sweeney & Geer, 2010). The in-service teachers felt that they needed
further training on how to operate the computer. To overcome this challenge the in-service
teachers sought extra help from their peers and facilitators necessary skills and techniques
(Andersson, 2008).
The lack of competency influenced the learners confidence (Simpson, 2004.). The
learner could not open the laptops or press the keys as they thought they would tamper with
the laptops (Rhema & Miliszewska, 2014). The attitude of them being analogue impacted
negatively on their confidence (Agyei & Voogt, 2011). To overcome the challenge in-service
teachers gained courage and confidence by using the computer for an extended period
(Hussain, 2007).
Connectivity was a big challenge. Connectivity was seen through lack of access, lack
of connectivity, cost, reliability, resources, instability and slow speed (Burn & Thongprasert,
2005). In-service teachers lacked internet at their homes and places of work so they had to
travel all the way to the Academy to access OPL. Some went to the internet cafes so as to do
the course, internet was also unreliable and slow so the in-service teachers could not be
consistent with their work and most of the deadlines were not met. I only manage to finish 1
course...because of network problem...thigh I can assess a laptop network was the biggest
challenge.....to overcome that challenge I had to get a modem which had to use
airtime...noted a respondent, 6 Jan 2015. Some in-service teachers had no access to
modems so doing the course outside the Academy was challenging. To overcome these
challenge the in-service teachers decided to access the Academy where internet access was

paid for and laptops are availed. At the Academy there were peers who assisted. The inservice teachers managed challenges by maximally utilizing the net when it was strong, and
used other connections for example guest Wi-Fi. Other in-service teachers used a modem or
visited cybercaf to overcome this challenge.
Although OPL was free there were costs involved in travelling to the Academy. This
made it expensive, limiting and costly. In-service teachers had some materials to download
and found it costly because they used modems which needed airtime and also use airtime on
their phones to enable them complete assignments on the course, sometimes the bundles
got exhausted before the in-service teachers were through with the assignments or when
downloading videos or documents, to overcome this the in-service teachers opted to come to
the Academy to gain free access to the net incurring the travelling cost.
Some courses were not offering certificates so in-service teachers felt that there was
no need of doing such courses. The learner considered the certificate as a credibility
indicator for their professional learning (Andersson & Grnlund, 2009). In some cases it was
more of the certificate than the skills that they gained. This is because during promotion the
certificates would be considered an indicator of professional growth. To manage the
certificate issues the organiser only bookmarked OPLs offering certificates.
The other challenge was power fluctuation, blackouts, disruptions or poor
connections (Hussain, 2007). This interrupted their pacing during the course. To overcome
these challenges some in-service teachers ensured that their laptops were fully charged at
all times, others used stabilizers or visited the Academy which had a standby generator.
Resources played a major part in such as access, availability, cost, reliability and
support. Some in-service teachers had no laptops of their own, nor smart phones and the
ones that were at the Academy were not enough for everyone, they were on first come first
serve basis. Every time the in-service teachers came they were given different laptops this
made it impossible to gain access to the work that was saved earlier (Papaioannou &
Charalambous, 2011). Some in-service teachers had to purchase smart phones to enable
them complete the course. To overcome this challenge some in-service teachers had to take
loans to buy laptops or smart phones or saved work on the clouds, others saved to buy PCs.
Support was cited as a major challenge in terms of access, competency, delay, lack, quality,
accommodation, availability, collaboration, differentiation and motivation. In-service teachers
lacked support in terms of online facilitators not responding in good time when asked
questions regarding the course, they also felt that it was hard to interact with the online
facilitators. Some in-service teachers did not have transport to the Academy Its only that I
sometime had to miss for some days due sometimes lack fare Respondent, 6 Jan 2015.
In-service teachers also felt that they were at different skill level hence needed a
differentiated approach to the course. To overcome these challenges they asked the
facilitators to differentiate the course. They also sought help from their peers. The learner
demanded support that responded to their needs. The in-service teachers compared the
benefits of OPL against the costs involved and sought for funds.
Time presented a challenge to the in-service teachers due to alignment, deadlines,
management, and quantity (Agyei & Voogt, 2011). The timings of the programmes were
sometime not in line with in-service teachers schedules. This made the in-service teachers to
miss deadlines. Most in-service teachers had issues with time management. They felt the
time was short, limited, and inadequate or time consuming. This could have been a time
management issue or it could have been due to the fact that they were also doing a full time
job. The in-service teachers tried to manage this challenge by improving on their time
management, aligned their schedule and being creative to access more time. This was done
by creating time, being disciplined, scheduling work and requesting for more time.
A summary of the unique challenges brought a distribution as shown in figure 1.
Connectivity, time and competency took prominence. Support and Resources had a mild
presence. Cost, attitude, power and credibility was mentioned sparsely as a challenge.

Challenges: Frequency of unique responses

Attitude; 4%
Time ; 20% Competency; 19%
Support ; 10%

Confidence; 3%

Resource ; 12% Connectivity ; 22%

Power; 3% Credibility ; 1% Cost ; 5%

Figure 1 Distribution of Unique challenges

The teachers despite the challenges explore ways of overcoming the challenges.
Table 2 presents the distribution of the
unique solution implemented by the teachers.

Unique Solutions to the Challenges

Attitude; 2% Competency; 7%
Time ; 19%
Connectivity ; 16%
Cost ; 2%
Power; 2%
Resource ; 12%

Support ; 40%

Figure 2 Distribution of Unique Solutions

Support took prominence as an aspect that the teachers sought to overcome the
challenges. Time, connectivity and resources were solutions which we mentioned more after
the support. Competency, attitude, cost and power were solutions that were least varied in
the solutions that the teachers sought for help.
The challenges identified are very similar to the theoretical findings. The difference in
the composition of the challenges is due to the contextual realities. The innovative responses
to the challenges were driven by the need to access and complete OPL. The igniting aspects
was the benefits offered by OPL and the weighting of the certificate earned. The innovative
approaches were self-driven by the in-service teachers themselves. It is important to note the
importance of intrinsic motivation as most in-service teachers try to find extrinsic motivation.
More impactful approaches are contextually designed solutions to the challenges.

CONCLUSION
The findings in the Kenyan context are very similar to the literature findings. The
approaches to overcome the challenges provide insights of what the in-service teachers
undergo as they try to get the best out of OPL. Attitude, electrical power competency,
connectivity, resources, support and time are critical aspects in OPL. OPL educators,
designers and providers need to address these challenges if the OPL is to be beneficial to inservice teachers. The innovative approaches devised by the in-service teachers to address
the challenge provide insights on how the OPL educators, designers and providers can
support the in-service teachers using contextual solutions. The challenges and the innovative

solutions the in-service teachers go through can be used during the design and
implementation of the OPL learning environment to enhance access and utility effectively.

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Biography
Gioko Maina is Vice Principal Aga Khan Academy Mombasa.
And Project Manage with SESEA programs. Gioko is the Head
of the Professional Development Centre which provide
professional learning to in-service teachers within the academy
and through outreach. The programmes under the centre are
Professional Learning for Educators Series, Educating Girls in
Science, Teacher Preparation Programme and Learning Tool Kit
Rosemary Waga is SESEA Literacy and Numeracy Coach Aga
Khan Education Service, Mombasa. Rosemary supports
practicum in-service teachers and mentor in-service teachers as
they work together. She also evaluates the learning
environments to explore how best it supports teaching, learning
and assessment. She is a member of English in-service
teachers Language association and a Master trainer and
Ambassador with the Learning Tool Kit

Copyright
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