University Instructors’ personalities and training and their preferences for Online or face-to face teaching: The case of a Public University in Nairobi, Kenya

Abstract

This study aimed to explore the relationship between instructors’ preferences for online or face-to-face modes of teaching on one hand and their personalities and training on the other. The study was conducted at a public University in Nairobi, Kenya. Grounded in the Big Five Theory of Personality, the research used a descriptive approach with a survey design, collecting both qualitative and quantitative data through questionnaires and document analysis. The findings suggested that instructors' personalities had limited influence on their choice of teaching modes, with a majority of respondents favoring blended teaching methods over purely face-to-face or online approaches. Additionally, all participants reported receiving training from the institution to facilitate online classes. Based on these results, the study recommended that regulatory bodies in higher education should develop policies considering technology's role in learning environments. These policies should guide the selection of teaching modes. Furthermore, the study proposed the establishment of effective policies for training university lecturers in emerging teaching modes, advocating for benchmarking and in-house training. In essence, the research underscores the need for comprehensive strategies to align teaching practices with evolving technological advancements in higher education.