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The Open University of Kenya (OUK) offers flexible, inclusive, and affordable digital learning, but this comes with challenges. This action research designed, implemented, and evaluated learner support strategies for pioneer learners in their first semester to promote effective learning. A mixed research approach with a sample population of 130 participants was applied. Data was collected using questionnaires and observation tools. Validity and reliability were established through piloting, descriptive statistics, and thematic analysis were utilized to analyze and present the findings. The results revealed high satisfaction levels with OUK’s learner support strategies. Faculty learner support strategies, such as a mobile application, Panopto technology integration, a dedicated WhatsApp group, and weekly synchronous Zoom meetings, were positively received. The study recommends that OUK regularly evaluate and refine its learner support services, explore new technologies, invest in faculty training for effective technology use, and foster collaborative learning environments. These findings underscore the importance of proactive support in creating a positive and inclusive digital learning environment. The insights gained from this study are valuable for institutions offering digital learning, policymakers, learners, and stakeholders interested in this educational approach. By highlighting successful strategies and areas for improvement, the research contributes to the ongoing development of effective digital learning practices in higher education
Soko et al. (Thu,) studied this question.
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