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I POMWENGAELIJAH. "Gakuu, C. M., Libotton, A., Omwenga, E. I., Kidombo, H. J. (2008). Factors that influence lecturers.". In: Journal of Educational Fountain, School of Education, University of Nairobi.; 2008. Abstract
I POMWENGAELIJAH. "An interactive Infrastructure for Facilitating Learner-Participation within a Web-enabled Courseware Delivery Environment.". In: Proceedings of the World Internet Society conference (INET.; 1999. Abstract
I POMWENGAELIJAH. "A Novel Approach to e-Content Development Process: Complexity Reduction and Process Automation.". In: In: Kommers P, Richards G. (eds.), World Conference on Educational Multimedia, Hypermedia and Telecommunications. ED-MEDIA 2005. Association for the Advancement of Computing in Education, Montreal, Canada, pp 3475-3480.; 2005. Abstract
I POMWENGAELIJAH. "Gakuu C.M., Libotton A., Omwenga E.I. (Feb. 2007). Towards enhancing readiness to adopt distance education and e-learning by University of Nairobi Lecturers.". In: Proceedings of the 1st International Conference in Computer Science and ICT COSCIT 2007, 5-7th February 2007, Nairobi, pp29-37.; 2007. Abstract
I POMWENGAELIJAH. "An infrastructure for a Web-based courseware Development System.". In: Proceedings of the 3rd Berlin International Conference on Technology Supported Learning, Berlin Dec 2-4 1998.; 1998. Abstract
I POMWENGAELIJAH, M. PROFWAEMATIMOTHY. "Omwenga E.I., Waema T. M., Eisendrath G.E. (Nov. 2002). Modelling an E-learning Infrastructure with a Content Calibrator within a Resource-constrained Environment.". In: Proceedings of the 8th International Conference on Technology Supported Learning and Instruction (Online-Educa-Berlin), Nov 27th .; 2002. Abstract
I POMWENGAELIJAH, KIPCHUMBA MRCHEPKENCHRISTOPHER, MOHAMED MRDUBLEBISHAR. "Omwenga, E. I., Chepken C.K., Bishar D. Complexity reduction in the formative evaluation process using the QuizIntegrator. In Sustainable ICT capacity in developing countries.". In: Makerere University, Kampala, Elsevier Publishers pp 142-147.; 2005. Abstract
I POMWENGAELIJAH. "Omwenga E.I., Waema T. M. Towards Development of a Model Expressing a set of E-learning Variables. Reviewed.". In: Proceedings of the 12th International Conference on Technology Supported Learning and Instruction (Online-Educa-Berlin), Nov 28th .; 2006. Abstract
I POMWENGAELIJAH. "Oboko, R. O.,Wagacha,P. W., Omwenga, E. I.,Odotte Z. (2009). Non-Obtrusive Determination of Learning styles in Adaptive Web-Based Learning.". In: The East African Journal of Information Sciences (EAJIS) VOL 1 No.002 (2009).; 2009. Abstract
I POMWENGAELIJAH. "Omwenga E. I., Waema T. M. An asynchronous framework for a flexible web-driven courseware development and learning environment.". In: Proceedings of the International Conference on Transformation of Higher Education Management Nov 12-15 2002, Kenyatta University, Nairobi, Kenya pp41-43.; 2001. Abstract
I POMWENGAELIJAH. "Omwenga, E., Waema, T., & Eisendrath, G., Libotton A. (June 2005b). Development and Application of an Objectives-driven E-content Structuring and Deployment Model (ODC-SDM).". In: African Journal of Science and Technology (AJST), Science and Engineering Series 6(1), pp 45-50.; 2005. Abstract
I POMWENGAELIJAH. "Omwenga, E. I., Rodrigues A. J. Towards an Education Evaluation Framework: Synchronous and Asynchronous E-learning Cases.". In: Journal of the Research Centre for Educational Technology, Kent,; 2006. Abstract
Ireri BN, Omwenga EI, Oboko R, Wario R. "Developing Pedagogical Skills for Teachers: A Learner-Centered Approach ." Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. 2016:128. AbstractFull Link Text

A Learner-Centered Approach for
Technology Supported Instructions ABSTRACT Bonface Ngari Ireri Africa Nazarene
University, Kenya Elijah I. Omwenga University of Nairobi, Kenya Robert Oboko University of
Nairobi, Kenya Ruth Wario University of Free State, South Africa Since technology alone without
the instructor or teacher cannot deliver learning to learners, the presence of the teacher or instructor
is very important. For any meaningful teaching and learning to take place in a class, the teacher
must gain learner's attention. Teachers who use learner centered approaches have a strong
trust in students, they believe that students want to learn, have great faith in student ability and
offer students ownership of class activities. They are able to manage their classroom.

Ireri BN, Omwenga EI. "Modelling an Institutional Mobile Learning Readiness Analyser." Journal of Education and Practice. 2015;6(5):104-110.Journal website
Ireri BN, Omwenga EI, Oboko RO, Wario R. "Developing Pedagogical Skills for Teachers: A Learner Centered Approach for Technology Supported Instruction. Accepted for publication In J. Keengwe, & G. Onchwari (Eds.)." Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. 2016.
Ireri BN, Wario RD, Omwenga EI, Oboko R, Mukiri MI. "Mobile Learning: Content Format and Packaging for Effective Teaching and Learning in a Learner-Centered Pedagogy." Handbook of Research on Transformative Digital Content and Learning Technologies. 2017. AbstractFull Text Link

When an instructor is able to identify, develop and apply appropriate digital media
content that motivates learners and encourages them to learn, the process of learning is
empowered. This study has identified multimedia digital content packaged in the format of
video as the most preferred learning media by the learners. Content formats that had highest
hit rate with accessed mean rate above 300 (discussion forums, video clips, and graphics)
are discussed.

Ireri BN, Omwenga EI. "A Bridging Technology of Learner Entry Behavior in a Flipped Classroom Model. In J. Keengwe, & G. Onchwari (Eds.)." Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age . 2016:106-121. Abstractjournal_mobile-learning_-a-bridging-technology-of-learner-entry-behavior-in-a-flipped-classroom-model.pdfJournal Website

Today's learner is able to access information from mobile devices. Due to accessibility and affordability of mobile devices, more instructors continue to adopt instructional design models of mobile learning as more learners also bring their mobile devices to their classrooms. Instructors using flipped classroom model organize the learning activities both inside and outside classroom. Before the next class the instructor avails instruction and content in advance. The learner reviews class content materials and assigned research activities at home prior to class. In class, the instructor allows learners to peer review their work in groups while the instructor engages them to validate their work. The findings described in this chapter suggest that introducing mobile learning to learners in a flipped classroom model helps to bridge learner entry behavior as it improves learner performance.

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