Nexus between Individual Learners Orientation and the Preferred Mode of Learning in the Public Service in Kenya: A Study of Kenya School of Government, Embu Campus

Learning institutions are faced with issues relating to Individual Learner’s Orientation and its influence on the Preferred Mode of Learning for the public servants in Kenya. This can be attributed to differing levels of awareness on the availability of diverse learning opportunities, hindering cohesive and inclusive learning strategy. The objective of the study was to determine the influence of Individual Learner’s Orientation on the Preferred Mode of Learning in the Public Service in Kenya, a case study of Kenya School of Government (KSG), Embu Campus. The study adopted a cross-sectional design and purposive sampling. A structured online questionnaire was used to collect data. The study was based on the self-determination theory. A total of 37 Program participants filled out the online questionnaires. Course duration was established a key determinant to participants Preferred Mode of Learning with 43% of the respondents agreeing to that while another 14% strongly agreed. Furthermore, the study established that 76% of the respondents indicated that their choice of the mode of study was influenced by the mode of content delivery, while 24% were not influenced. Therefore, in selecting the mode of learning, the majority of the participants in KSG Embu were influenced by the mode of content delivery and course duration. However, family dynamics, the cost of study and technological know-how were not an influence to participants when selecting their preferred mode of learning. The study recommends that KSG should continue maintaining the high level of quality training in the programs they offer to maximize on more referrals, and also to consider revising the duration of the Online Mode of Learning.