The objectives of the policy are:
To develop/adopt/adapt creative, innovative and market driven academic programs.
To promote participatory process of curriculum development
/adoption /adaptation.
iii) To promote periodic review of curriculum
The Curriculum Development Policy seeks to enhance the processes of academic quality assurance in the areas of:
Curriculum validation and review
Learners learning, teaching and assessment
Staff development and appraisal
Supervision of learners
Evaluation of staff publications
Use of appropriate technology in service delivery
Evaluating the extent to which learners attain intended outcomes.
Development of mechanisms for evaluating and monitoring the performance of University staff.
Co-operation with agencies dealing with quality evaluation and accreditation
Ensuring continuous improvement in the entire operations of the University and ensuring compliance with the required standards of higher education training.
Upholding and promoting quality assurance and learners assessment procedures.
Developing and applying quality benchmarks in institutional and administrative operations in areas of Curriculum
Promoting a learner friendly environment.
Mode of Curriculum Delivery
Lukenya University ODeL delivery modes involve multimedia approach categorized as follows:
Open and distance learning.
E-Learning both online and offline.
Virtual learning.
Blended learning.
Lukenya University has made available, the following media accessed on its LMS Platform:
Print based media (Modules);
Audio and visual media;
Audio and video Conferencing;
Computer Mediated Learning Materials online and off line.
Internet based media for online e-learning materials.
The above modes are:
Accessible to learners as informed by the ability to own smart phones, laptops or computers with internet connectivity.
Cost Effective as the cost of internet connectivity is affordable and the LMS does not require sophisticated gadgets;
The learners can interact easily with recorded videos and audios, or download modules and save for use online. The Library is also accessible off line. The LMS allows for formation of community of learners groups, and facilitates self-learning;
The infrastructural set up that is sufficient to support teaching and learning and fitted with latest version of LMS;
The system is fast and therefore save time and money.
On the strength of the above, the main media for all the courses shall be the electronic and print media, supported by tutorial services online and limited face to face, which may not exceed one third of the approved hours of the course except in special circumstances e.g., practical subjects.
All the current courses/programmes will be converted to ODeL so they can be delivered anywhere at any time. The process shall be as follows:
The course tutor will convert the course following the training institutions guidelines for ODeL courses and construct the course within the ODeL guidelines. It is recommended that faculty members’ work with an assigned ODeL department member, with skills in instructional design throughout the development process to ensure the course meets the appropriate accreditation standards for ODeL courses.
The instructional designer and or ODeL administrator will evaluate the online course for the required standards as recommended in the Quality Management Systems Policies and notify the course tutor and the appropriate department head when all the course design criteria have been met. If the course does not meet the ODeL course standards and is not aligned to the principles and standards of quality ODeL course material, the study content may be returned to the course tutor with recommendations for changes. All ODeL courses will meet requirements established by the University Senate, and other relevant accrediting bodies.
Curriculum Delivery Procedures
Content delivery for ODEL course content shall vary depending on the convenience of the learners. In some cases, the instructor may place the content in:
Online: Accessed on continuous internet
Downloadable: Can be used off-line
(2) Courses delivered via ODEL shall be regular Lukenya University academic courses approved through the usual curriculum approval processes as defined by the appropriate University regulations and policy. Further there shall be no distinction in quality or standards of excellence between courses offered through ODEL and those offered through the classroom-based mode.
(3) When a course is reconfigured for delivery via ODEL, it shall be reviewed by the appropriate curriculum review procedures, outlined by the specific Department and School boards, and by the University Senate. ODEL courses shall be evaluated according to the course evaluation procedures in effect for classroom-based courses. Additional items to be evaluated shall include the effectiveness and efficiency of:
Delivery systems;
Academic resources;
Learners services, and
Access to tutors.
With regard to the preparation of Online Learning Material, The ODEL Committee performs an oversight role over the design, development, and production of Online learning material. However, the respective departments and schools have the responsibility of appointing the tutors to prepare course material. The ODEL Committee exercises oversight on the following:
Periodic review of the course material developed. The review period shall not exceed four calendar years and
Production of the course material
(5) On Curriculum Development, the Policy provides that: All tutors involved in developing and delivering ODEL courses shall adhere to the curriculum development guidelines as stipulated in the Lukenya University academic Policy.
Obligations of Tutors
Provide clear and comprehensive course materials, including lecture notes, assignments, and reading materials.
Use appropriate technology and tools for delivering course content, communicating with learners, and conducting assessments.
Establish clear expectations for learners’ participation, attendance, and communication.
Provide timely and constructive feedback on assignments and assessments.
Foster an environment of respect and inclusivity, where all learners feel valued and supported.
Obligations of learners
Attend and participate in all online lectures, discussions, and activities.
Complete all assignments and assessments on time and to the best of their abilities.
Communicate regularly with their instructors and classmates, and seek help when needed.
Adhere to academic integrity standards.
Respect the rights and opinions of their classmates and contribute to a positive learning environment.
Promoting innovativeness in online course delivery
Lukenya University continuously explores ways to promote innovativeness in online course delivery. By adopting new technologies and teaching strategies, the university seeks to enhance the quality and effectiveness of its online courses, and better engage and support its online learners. These continues to be achieved through:
a) Use interactive multimedia: Incorporating interactive multimedia such as videos, animations, and simulations can help make course content more engaging and facilitate learning.
b) Implementing adaptive learning technologies which personalize the learning experience for each learners, providing customized feedback and support based on their individual needs and learning styles.
c) Offer micro-learning opportunities such as short quizzes, videos, or podcasts to help learners reinforce their understanding of key concepts and promote self-directed learning.
d) Embrace open educational resources such as open textbooks, videos, and interactive simulations to provide learners with high- quality, low-cost learning materials and promote equity and access.
Accommodation of Practical Aspects of Online Courses
The University meets the practical aspects of its programs for ODeL students through the following approaches:
Simulations: Efforts have been made to provide access to simulations in the course design to provide hands-on experience to the learners. Possible simulation tools include PhET Simulations, SimScale, FlexSim,
Virtual labs: Virtual labs can be created to provide learners with the opportunity to conduct experiments online. Among these are Labster, Virtual-U and LabXchange.
Collaborative projects: Assigned to learners to encourage them to work together to solve real-world problems.
Online internships: Through collaborations with industry players, internships are offered to learners, in certain courses, to provide them with real-world experience. These internships are designed to allow learners to work with professionals in their field and apply their knowledge in a practical setting.
Fieldwork: Fieldwork are organized to allow learners to observe and participate in real-world situations related to their field of study. Learners are required to document their experiences and present their findings to their online class.
Case studies: Used to provide learners with practical examples of how to apply their knowledge in real-world scenarios. These studies are based on actual situations and can be used to simulate real-world problem-solving.
Collaborations with learners neighbor institutions: The University is in the process of signing collaborative agreements with institutions in the learners’ neighborhood to allow access to the institutions laboratory facilities for practical work
Facilitation of Asynchronous Learning
Asynchronous learning is an essential aspect of the ODEL platform, allowing learners to access course materials, lectures, and assessments at their own pace and convenience. As such, it is important for the university to enhance asynchronous learning to ensure that learners can achieve their academic goals efficiently. This has been achieved using the following approaches.
Incorporation of multimedia materials
Record video lectures for learners to access at any time;
Provide podcasts and audio recordings for learners who prefer to listen;
Use interactive elements like infographics and diagrams to help learners understand complex concepts;
ii) Provision of interactive online activities
Offer discussion forums where learners can discuss course material and ask questions;
Utilize online quizzes and assessments to test learners' understanding of course content;
Facilitate group projects and activities to encourage collaboration among learners;
Utilization of a learning management systems (LMS)
The University has integrated Sakai (LMS) to manage course content and provide a centralized platform for learners to access learning materials;
The LMS is user-friendly and easy to navigate by both learners and tutors;
The University provides technical support and training to learners to help them use the LMS effectively.
Offering personalized learning experiences
Provide individualized feedback to learners on their assignments and assessments;
Allow learners to choose their own learning paths based on their interests and goals;
Provide access to resources that can help learners improve their skills in areas where they may be struggling;
Assurance of accessibility for all learners
Provide captions and transcripts for all video and audio content
Make sure that all course materials are available in multiple formats, such as PDFs and Word documents;
Ensure that the ODEL platform is accessible to learners with disabilities;
Support and Supervision of Online Research Projects
The following are the guidelines and practices to be used in facilitating learners’ online project research and supervision.
Provide a comprehensive guide for learners on how to conduct research online, including best practices, research ethics, and relevant policies and guidelines.
Assign a supervisor or mentor to each online learners to provide guidance, feedback, and support throughout the research process. The supervisor is available for regular virtual meetings, either through video conferencing or instant messaging tools.
Use online collaboration and communication tools such as Slack, Zoom, Google Meet, Microsoft Teams or Skype to facilitate regular communication between the learners and the supervisor.
Provide access to online research databases, academic journals, and other relevant resources to support learners in their research.
Use online assessment tools, such as Turnitin to ensure the academic integrity of the research project.
Provide online training on research methodologies, data analysis, and other relevant skills to support learners in their research.
Use project management tools such as Asana, Trello, or Basecamp to facilitate project tracking and management.
Utilize online research tools such as Survey Monkey, Qualtrics, or Google Forms to collect data from participants or conduct surveys.
Utilize video conferencing tools such as Zoom or Skype for conducting virtual research interviews.
Provide learners with access to data analysis and visualization tools such as SPSS, R, or Tableau, to support their analysis and reporting of research findings.
Facilitation of learners to explore additional learning resources outside those prescribed in the online programs;
Learners are encouraged and motivated to explore additional resources by emphasizing the importance of self-directed and life- long learning. This is done through regular communication with learners, encouraging them to seek out suitable mentors who assist them in opening up new knowledge and life perspectives.
Provide a list of recommended resources: The University provides learners with a list of recommended resources, such as online articles, books, journals, and videos that supplement the prescribed course material. This are made available through the online learning platform or through regular communication with learners.
iii) Incorporate online discussions: Online discussions are incorporated into the course to allow learners to share additional resources they have found, and to discuss how they can be integrated into the course material. This are done through discussion forums, virtual classrooms, or other online collaboration tools.
iv) Offer additional workshops or webinars: Through faculty members and guest speakers, the university offers additional workshops or webinars on topics related to the course material which provide learners with additional perspectives and insights.
v) Encourage peer learning: Peer learning are facilitated by encouraging learners to form study groups or by assigning group projects which provide learners with the opportunity to share additional resources and learn from each other.
vi) Provide feedback and recognition: Though a program of online recognition using online badges and certificates, the university provides feedback and recognition to learners who explore additional instructional materials.
Assurance of equity of access to instructional materials, currency, adequacy and relevance of instructional materials to program outcomes
To ensure that the instructional materials provided for academic programs are accessible to learners, current, adequate, and relevant to the program expected learning outcomes, the University has implemented the following strategies in the ODEL programs:
Regularly review and update course materials: The University has established a process for reviewing and updating course materials on a regular basis. This includes regular feedback from learners, faculty, and subject matter experts to ensure that the materials are current, relevant, and adequate to achieve the program's expected learning outcomes.
Provide multiple formats for course materials: The University provides course materials in multiple formats to ensure that they are accessible to all learners. This includes providing materials in text, audio, and video formats, as well as providing captions, transcripts, and descriptions to support learners with disabilities.
Utilize open educational resources (OERs): The University incorporates OERs into the course materials to ensure that learners have access to a wide range of high-quality resources. This includes open textbooks, videos, and interactive learning resources that are freely available online.
Ensure that the materials align with program learning outcomes: The University ensures that the course materials align with the program learning outcomes by conducting regular reviews and assessments. The process includes mapping the materials to the expected learning outcomes, and ensuring that they are relevant to the program's goals and objectives.
Utilize feedback from learners: Through polling tools available in the LMS, the university solicits feedback from learners on the course materials to ensure that they are meeting their needs and expectations. Further pathways for achieving this are through surveys, focus groups, or other forms of feedback.
Provide faculty training and support: Faculty members are exposed to training and support on how to develop and utilize course materials that are accessible, current, adequate, and relevant to the program learning outcomes. The training includes providing resources and tools for creating accessible materials, as well as guidance on best practices for course development.
Facilitating collaborative learning and developing inter-learner and learner lecture spirit of community.
Lukenya University has various strategies to facilitate collaborative learning, among them:
Use collaborative online tools: The University uses collaborative online tools, such as discussion forums, virtual classrooms, and wikis, to promote interaction and collaboration among learners and with their tutors. These tools allow learners to communicate and work together on projects and assignments, and also allow tutors to provide feedback and guidance.
Encourage peer-to-peer learning: The university encourages peer-to-peer learning by creating opportunities for learners to work together on group projects, presentations, and assignments. This serves to promote a sense of community among learners and also helps them develop important collaboration and teamwork skills.
Foster a supportive learning environment: By encouraging open communication and respectful interactions among learners and with their tutors, the university foster a supportive learning environment which is achieved through regular communication, providing feedback, and setting clear expectations for learners’ behavior.
Provide opportunities for social interaction: Through the use of online social events, discussion forums, and virtual office hours. The University provides opportunities for social interaction among learners and with their tutors which help build a sense of community and connection among learners.
Use group-based assessments: To enhance collaboration and teamwork among learners, tutors are encouraged to use group-based assessments in group projects, presentations, and assignments that require learners to work together to achieve a common goal.
Provide opportunities for learners’ feedback: The University provides opportunities for learners’ feedback on the course material and the online learning experience through surveys, discussion forums, or other feedback mechanisms, which help to ensure that learners feel heard and valued.
Utilization of partnerships and collaborations in course delivery for ODEL programs.
In today's interconnected world, partnerships and collaborations are essential for the success of any educational institution, including Lukenya University’s ODEL program. These partnerships and collaborations can bring together different expertise, resources, and perspectives to provide learners with a high-quality and relevant learning experience as well as enhance the quality of its course content, provide practical learning opportunities, and stay up-to- date with the latest technological advancements. By fostering these partnerships and collaborations, Lukenya University ensures that its ODEL programs are relevant, innovative, and meet the needs of both learners and employers.
The following are the pathways the university intends to harness the potencies of partnerships and collaborations in ODeL course delivery:
Partnering with industry: The University has partnered with industry to ensure that course content is relevant and up-to- date. This has involved working with professionals in the field to design and deliver courses, and incorporating real-world case studies and examples into the curriculum.
Inter-Universities Collaborations: The University has entered into collaborations with other universities to offer joint programs or share resources so as to provide access to expertise and resources that may not be available within other universities, and provide opportunities for learners to network and collaborate with learners from other institutions.
Partnering with non-profit organizations: The university partners with non-profit organizations to provide experiential learning opportunities for learners, such as internships or community-based projects. This provides learners with practical skills and experience, and also provides opportunities to give back to the community.
Collaborations with government agencies: The University collaborates with government agencies to develop and deliver courses that address specific workforce needs and help to address skills shortages as well as provide opportunities for learners to secure employment after graduation.
Partnering with technology providers: In order to access the latest technology and software for online course delivery, the university has partnered with technology providers to access the latest tools and software for online course delivery. This can so as help to enhance the online learning experience for learners and provide access to cutting-edge technology.
To develop/adopt/adapt creative, innovative and market driven academic programs.
To promote participatory process of curriculum development
/adoption /adaptation.
iii) To promote periodic review of curriculum
The Curriculum Development Policy seeks to enhance the processes of academic quality assurance in the areas of:
Curriculum validation and review
Learners learning, teaching and assessment
Staff development and appraisal
Supervision of learners
Evaluation of staff publications
Use of appropriate technology in service delivery
Evaluating the extent to which learners attain intended outcomes.
Development of mechanisms for evaluating and monitoring the performance of University staff.
Co-operation with agencies dealing with quality evaluation and accreditation
Ensuring continuous improvement in the entire operations of the University and ensuring compliance with the required standards of higher education training.
Upholding and promoting quality assurance and learners assessment procedures.
Developing and applying quality benchmarks in institutional and administrative operations in areas of Curriculum
Promoting a learner friendly environment.
Mode of Curriculum Delivery
Lukenya University ODeL delivery modes involve multimedia approach categorized as follows:
Open and distance learning.
E-Learning both online and offline.
Virtual learning.
Blended learning.
Lukenya University has made available, the following media accessed on its LMS Platform:
Print based media (Modules);
Audio and visual media;
Audio and video Conferencing;
Computer Mediated Learning Materials online and off line.
Internet based media for online e-learning materials.
The above modes are:
Accessible to learners as informed by the ability to own smart phones, laptops or computers with internet connectivity.
Cost Effective as the cost of internet connectivity is affordable and the LMS does not require sophisticated gadgets;
The learners can interact easily with recorded videos and audios, or download modules and save for use online. The Library is also accessible off line. The LMS allows for formation of community of learners groups, and facilitates self-learning;
The infrastructural set up that is sufficient to support teaching and learning and fitted with latest version of LMS;
The system is fast and therefore save time and money.
On the strength of the above, the main media for all the courses shall be the electronic and print media, supported by tutorial services online and limited face to face, which may not exceed one third of the approved hours of the course except in special circumstances e.g., practical subjects.
All the current courses/programmes will be converted to ODeL so they can be delivered anywhere at any time. The process shall be as follows:
The course tutor will convert the course following the training institutions guidelines for ODeL courses and construct the course within the ODeL guidelines. It is recommended that faculty members’ work with an assigned ODeL department member, with skills in instructional design throughout the development process to ensure the course meets the appropriate accreditation standards for ODeL courses.
The instructional designer and or ODeL administrator will evaluate the online course for the required standards as recommended in the Quality Management Systems Policies and notify the course tutor and the appropriate department head when all the course design criteria have been met. If the course does not meet the ODeL course standards and is not aligned to the principles and standards of quality ODeL course material, the study content may be returned to the course tutor with recommendations for changes. All ODeL courses will meet requirements established by the University Senate, and other relevant accrediting bodies.
Curriculum Delivery Procedures
Content delivery for ODEL course content shall vary depending on the convenience of the learners. In some cases, the instructor may place the content in:
Online: Accessed on continuous internet
Downloadable: Can be used off-line
(2) Courses delivered via ODEL shall be regular Lukenya University academic courses approved through the usual curriculum approval processes as defined by the appropriate University regulations and policy. Further there shall be no distinction in quality or standards of excellence between courses offered through ODEL and those offered through the classroom-based mode.
(3) When a course is reconfigured for delivery via ODEL, it shall be reviewed by the appropriate curriculum review procedures, outlined by the specific Department and School boards, and by the University Senate. ODEL courses shall be evaluated according to the course evaluation procedures in effect for classroom-based courses. Additional items to be evaluated shall include the effectiveness and efficiency of:
Delivery systems;
Academic resources;
Learners services, and
Access to tutors.
With regard to the preparation of Online Learning Material, The ODEL Committee performs an oversight role over the design, development, and production of Online learning material. However, the respective departments and schools have the responsibility of appointing the tutors to prepare course material. The ODEL Committee exercises oversight on the following:
Periodic review of the course material developed. The review period shall not exceed four calendar years and
Production of the course material
(5) On Curriculum Development, the Policy provides that: All tutors involved in developing and delivering ODEL courses shall adhere to the curriculum development guidelines as stipulated in the Lukenya University academic Policy.
Obligations of Tutors
Provide clear and comprehensive course materials, including lecture notes, assignments, and reading materials.
Use appropriate technology and tools for delivering course content, communicating with learners, and conducting assessments.
Establish clear expectations for learners’ participation, attendance, and communication.
Provide timely and constructive feedback on assignments and assessments.
Foster an environment of respect and inclusivity, where all learners feel valued and supported.
Obligations of learners
Attend and participate in all online lectures, discussions, and activities.
Complete all assignments and assessments on time and to the best of their abilities.
Communicate regularly with their instructors and classmates, and seek help when needed.
Adhere to academic integrity standards.
Respect the rights and opinions of their classmates and contribute to a positive learning environment.
Promoting innovativeness in online course delivery
Lukenya University continuously explores ways to promote innovativeness in online course delivery. By adopting new technologies and teaching strategies, the university seeks to enhance the quality and effectiveness of its online courses, and better engage and support its online learners. These continues to be achieved through:
a) Use interactive multimedia: Incorporating interactive multimedia such as videos, animations, and simulations can help make course content more engaging and facilitate learning.
b) Implementing adaptive learning technologies which personalize the learning experience for each learners, providing customized feedback and support based on their individual needs and learning styles.
c) Offer micro-learning opportunities such as short quizzes, videos, or podcasts to help learners reinforce their understanding of key concepts and promote self-directed learning.
d) Embrace open educational resources such as open textbooks, videos, and interactive simulations to provide learners with high- quality, low-cost learning materials and promote equity and access.
Accommodation of Practical Aspects of Online Courses
The University meets the practical aspects of its programs for ODeL students through the following approaches:
Simulations: Efforts have been made to provide access to simulations in the course design to provide hands-on experience to the learners. Possible simulation tools include PhET Simulations, SimScale, FlexSim,
Virtual labs: Virtual labs can be created to provide learners with the opportunity to conduct experiments online. Among these are Labster, Virtual-U and LabXchange.
Collaborative projects: Assigned to learners to encourage them to work together to solve real-world problems.
Online internships: Through collaborations with industry players, internships are offered to learners, in certain courses, to provide them with real-world experience. These internships are designed to allow learners to work with professionals in their field and apply their knowledge in a practical setting.
Fieldwork: Fieldwork are organized to allow learners to observe and participate in real-world situations related to their field of study. Learners are required to document their experiences and present their findings to their online class.
Case studies: Used to provide learners with practical examples of how to apply their knowledge in real-world scenarios. These studies are based on actual situations and can be used to simulate real-world problem-solving.
Collaborations with learners neighbor institutions: The University is in the process of signing collaborative agreements with institutions in the learners’ neighborhood to allow access to the institutions laboratory facilities for practical work
Facilitation of Asynchronous Learning
Asynchronous learning is an essential aspect of the ODEL platform, allowing learners to access course materials, lectures, and assessments at their own pace and convenience. As such, it is important for the university to enhance asynchronous learning to ensure that learners can achieve their academic goals efficiently. This has been achieved using the following approaches.
Incorporation of multimedia materials
Record video lectures for learners to access at any time;
Provide podcasts and audio recordings for learners who prefer to listen;
Use interactive elements like infographics and diagrams to help learners understand complex concepts;
ii) Provision of interactive online activities
Offer discussion forums where learners can discuss course material and ask questions;
Utilize online quizzes and assessments to test learners' understanding of course content;
Facilitate group projects and activities to encourage collaboration among learners;
Utilization of a learning management systems (LMS)
The University has integrated Sakai (LMS) to manage course content and provide a centralized platform for learners to access learning materials;
The LMS is user-friendly and easy to navigate by both learners and tutors;
The University provides technical support and training to learners to help them use the LMS effectively.
Offering personalized learning experiences
Provide individualized feedback to learners on their assignments and assessments;
Allow learners to choose their own learning paths based on their interests and goals;
Provide access to resources that can help learners improve their skills in areas where they may be struggling;
Assurance of accessibility for all learners
Provide captions and transcripts for all video and audio content
Make sure that all course materials are available in multiple formats, such as PDFs and Word documents;
Ensure that the ODEL platform is accessible to learners with disabilities;
Support and Supervision of Online Research Projects
The following are the guidelines and practices to be used in facilitating learners’ online project research and supervision.
Provide a comprehensive guide for learners on how to conduct research online, including best practices, research ethics, and relevant policies and guidelines.
Assign a supervisor or mentor to each online learners to provide guidance, feedback, and support throughout the research process. The supervisor is available for regular virtual meetings, either through video conferencing or instant messaging tools.
Use online collaboration and communication tools such as Slack, Zoom, Google Meet, Microsoft Teams or Skype to facilitate regular communication between the learners and the supervisor.
Provide access to online research databases, academic journals, and other relevant resources to support learners in their research.
Use online assessment tools, such as Turnitin to ensure the academic integrity of the research project.
Provide online training on research methodologies, data analysis, and other relevant skills to support learners in their research.
Use project management tools such as Asana, Trello, or Basecamp to facilitate project tracking and management.
Utilize online research tools such as Survey Monkey, Qualtrics, or Google Forms to collect data from participants or conduct surveys.
Utilize video conferencing tools such as Zoom or Skype for conducting virtual research interviews.
Provide learners with access to data analysis and visualization tools such as SPSS, R, or Tableau, to support their analysis and reporting of research findings.
Facilitation of learners to explore additional learning resources outside those prescribed in the online programs;
Learners are encouraged and motivated to explore additional resources by emphasizing the importance of self-directed and life- long learning. This is done through regular communication with learners, encouraging them to seek out suitable mentors who assist them in opening up new knowledge and life perspectives.
Provide a list of recommended resources: The University provides learners with a list of recommended resources, such as online articles, books, journals, and videos that supplement the prescribed course material. This are made available through the online learning platform or through regular communication with learners.
iii) Incorporate online discussions: Online discussions are incorporated into the course to allow learners to share additional resources they have found, and to discuss how they can be integrated into the course material. This are done through discussion forums, virtual classrooms, or other online collaboration tools.
iv) Offer additional workshops or webinars: Through faculty members and guest speakers, the university offers additional workshops or webinars on topics related to the course material which provide learners with additional perspectives and insights.
v) Encourage peer learning: Peer learning are facilitated by encouraging learners to form study groups or by assigning group projects which provide learners with the opportunity to share additional resources and learn from each other.
vi) Provide feedback and recognition: Though a program of online recognition using online badges and certificates, the university provides feedback and recognition to learners who explore additional instructional materials.
Assurance of equity of access to instructional materials, currency, adequacy and relevance of instructional materials to program outcomes
To ensure that the instructional materials provided for academic programs are accessible to learners, current, adequate, and relevant to the program expected learning outcomes, the University has implemented the following strategies in the ODEL programs:
Regularly review and update course materials: The University has established a process for reviewing and updating course materials on a regular basis. This includes regular feedback from learners, faculty, and subject matter experts to ensure that the materials are current, relevant, and adequate to achieve the program's expected learning outcomes.
Provide multiple formats for course materials: The University provides course materials in multiple formats to ensure that they are accessible to all learners. This includes providing materials in text, audio, and video formats, as well as providing captions, transcripts, and descriptions to support learners with disabilities.
Utilize open educational resources (OERs): The University incorporates OERs into the course materials to ensure that learners have access to a wide range of high-quality resources. This includes open textbooks, videos, and interactive learning resources that are freely available online.
Ensure that the materials align with program learning outcomes: The University ensures that the course materials align with the program learning outcomes by conducting regular reviews and assessments. The process includes mapping the materials to the expected learning outcomes, and ensuring that they are relevant to the program's goals and objectives.
Utilize feedback from learners: Through polling tools available in the LMS, the university solicits feedback from learners on the course materials to ensure that they are meeting their needs and expectations. Further pathways for achieving this are through surveys, focus groups, or other forms of feedback.
Provide faculty training and support: Faculty members are exposed to training and support on how to develop and utilize course materials that are accessible, current, adequate, and relevant to the program learning outcomes. The training includes providing resources and tools for creating accessible materials, as well as guidance on best practices for course development.
Facilitating collaborative learning and developing inter-learner and learner lecture spirit of community.
Lukenya University has various strategies to facilitate collaborative learning, among them:
Use collaborative online tools: The University uses collaborative online tools, such as discussion forums, virtual classrooms, and wikis, to promote interaction and collaboration among learners and with their tutors. These tools allow learners to communicate and work together on projects and assignments, and also allow tutors to provide feedback and guidance.
Encourage peer-to-peer learning: The university encourages peer-to-peer learning by creating opportunities for learners to work together on group projects, presentations, and assignments. This serves to promote a sense of community among learners and also helps them develop important collaboration and teamwork skills.
Foster a supportive learning environment: By encouraging open communication and respectful interactions among learners and with their tutors, the university foster a supportive learning environment which is achieved through regular communication, providing feedback, and setting clear expectations for learners’ behavior.
Provide opportunities for social interaction: Through the use of online social events, discussion forums, and virtual office hours. The University provides opportunities for social interaction among learners and with their tutors which help build a sense of community and connection among learners.
Use group-based assessments: To enhance collaboration and teamwork among learners, tutors are encouraged to use group-based assessments in group projects, presentations, and assignments that require learners to work together to achieve a common goal.
Provide opportunities for learners’ feedback: The University provides opportunities for learners’ feedback on the course material and the online learning experience through surveys, discussion forums, or other feedback mechanisms, which help to ensure that learners feel heard and valued.
Utilization of partnerships and collaborations in course delivery for ODEL programs.
In today's interconnected world, partnerships and collaborations are essential for the success of any educational institution, including Lukenya University’s ODEL program. These partnerships and collaborations can bring together different expertise, resources, and perspectives to provide learners with a high-quality and relevant learning experience as well as enhance the quality of its course content, provide practical learning opportunities, and stay up-to- date with the latest technological advancements. By fostering these partnerships and collaborations, Lukenya University ensures that its ODEL programs are relevant, innovative, and meet the needs of both learners and employers.
The following are the pathways the university intends to harness the potencies of partnerships and collaborations in ODeL course delivery:
Partnering with industry: The University has partnered with industry to ensure that course content is relevant and up-to- date. This has involved working with professionals in the field to design and deliver courses, and incorporating real-world case studies and examples into the curriculum.
Inter-Universities Collaborations: The University has entered into collaborations with other universities to offer joint programs or share resources so as to provide access to expertise and resources that may not be available within other universities, and provide opportunities for learners to network and collaborate with learners from other institutions.
Partnering with non-profit organizations: The university partners with non-profit organizations to provide experiential learning opportunities for learners, such as internships or community-based projects. This provides learners with practical skills and experience, and also provides opportunities to give back to the community.
Collaborations with government agencies: The University collaborates with government agencies to develop and deliver courses that address specific workforce needs and help to address skills shortages as well as provide opportunities for learners to secure employment after graduation.
Partnering with technology providers: In order to access the latest technology and software for online course delivery, the university has partnered with technology providers to access the latest tools and software for online course delivery. This can so as help to enhance the online learning experience for learners and provide access to cutting-edge technology.