THE MODERATING EFFECT OF DIGITAL DIVIDE ON THE RELATIONSHIPBETWEEN ONLINE LEARNING MODE AND EFFECTIVE ONLINE LEARNING:LEARNERS PERSPECTIVE

Abstract

This study sought to examine the relationship between online learning mode and effective online
learning as moderated by different contexts of the digital divide in Higher Education Institutions
(HEIs) in Kenya from the learners perpective. The digital divide exists due to variations in levels of
access, attitude and skill in the use of digital technology amongst the population. The study adopted
a descriptive correlational research design. Data was collected through a structured online
questionnaire that targeted students in private and public HEIs in Kenya whereby 160 responses was
obtained. Two research hypotheses were tested; first, on the relationship between mode of online
learning variable and effective online learning variable and secondly, on the moderating effect of
digital divide on the relationship between online learning mode and effective online learning. The
study found that there exist a positive significant relationship between online learning modes and the
effective online learning for both synchronous (b=0.27, 0.12, p<0.05) and asynchronous (b=0.35,
0.08, p<0.01). Further, the relationship was found to be moderated positively for synchronous online
learning mode (b = 0.19, SE = 0.82, p < 0.01) and negatively for asynchronous online learning mode
(b = -0.27, SE = 0.09, p < 0.05) by digital divide. The study has practical decision-making
implications for HEIs managers regarding choice of mode of online learning to adopt given the varied
resource endowment among the institutions as this brings in the perspective of learners who are
critical in establishing the effectiveness of learning. It is imperative from the study that effective
online learning online learning mode which utilize less digital resources is more preferable than online
learning mode that utilizes more digital resources. The resultant empirical model is well aligns well
to the novel conceptual framework developed by the researcher. This is close interpretation expected
relationship between the chosen variables and affirms the relevance of the contingency theory of
decision-making used in the study.