Digital Learning in the Context of Covid-19 Crisis: Leveraging on “Big Data” Analytics

Abstract

The Covid-19 pandemic has caused unprecedented disruptions in the higher learning institutions not only in Kenya but globally. The diagnosis of the first case in Kenya in March, 2020 marked the beginning of a prolonged closure of learning institutions. Consequently, stakeholders had to rethink their learning strategies and come up with innovative approaches to not only adapt to the changes but also survive the disruption. Hence, the genesis of implementation of the digital learning programme at Institutions of higher learning including Kirinyaga University (KyU). Despite the unique opportunity presented, majority of institutions were ill-prepared to implement the capital and resource-intensive digital learning programme. In addition, this crisis was happening in the middle of government implementation of a Competence-based Curriculum (CBC) programme. As a result, the implementation of digital learning has not been without its fair share of challenges. Significantly, it has been almost 1 year of implementing the digital learning, hence the question should be, are there are lessons learnt so far? Similarly, harnessing of the power of ‘Big Data’ analytics using the massive data generated for new insights might be used to inform evidence-based decision making. In a statistical and computer modeling design pilot study, feasibility of this phenomenon was tested. According to the study findings, the total number of attempted questions, time taken to finish the examination and gender were predictive of the overall performance score. Consequently, “Big Data” and Learning analytics of the generated reports can be used to identify not only system but also individual learner’s-specific challenges. This might provide useful insights for not only optimizing the system but also, in the context of Coid-19 crisis, to provide evidence-based and data-driven advice to stakeholders, for effective policy interventions during as well as after the crisis. In addition to supporting the successful implementation of CBC programme, this will have a direct impact on education system, hence helping the government of Kenya (GoK) in attainment of the United Nations (UNs) sustainable development goal (SDG) number 4 on ensuring inclusive and equitable quality education as well as promoting lifelong learning for all. Overall, it will assist in the achievement of the national government’s economic blueprint of Vision 2030 that aims at building a knowledge based economy.