A Benchmarking Visit to Open University of Kenya (OUK) Report

Abstract

This benchmarking report presents findings from a benchmarking exercise conducted between the eCampus of Maseno University, and the Open University of Kenya (OUK) held on 25th March 2026 at the OUK Boardroom, Konza Technopolis. The benchmarking exercise sought to examine best practices, innovations, governance structures, and operational models supporting Open, Distance and e-Learning (ODeL), with particular focus on course development, learner support systems, online assessment, quality assurance, infrastructure, policy frameworks, staff capacity development, and digital transformation. The benchmarking exercise established that OUK has developed a highly integrated and technology-driven digital learning ecosystem supported by a centralized Learning Management System (LMS), Enterprise Resource Planning (ERP), analytics platforms, AI-powered online proctoring systems, integrated learner support systems, and structured quality assurance mechanisms. The institution’s 80% asynchronous and 20% synchronous delivery model, mandatory faculty certification programmes, centralized learner support through VOIP-based systems, and strong emphasis on policy development and data-driven decision-making emerged as key strengths. The report identified several gaps within the eCampus of Maseno University, including fragmented learner support systems, limited integration of institutional platforms, inadequate learning analytics capabilities, inconsistent online assessment security models, limited structured staff certification pathways, and underdeveloped digital governance frameworks. These findings align closely with recommendations previously raised during the Commission for University Education (CUE) audit conducted on 3rd October 2024. Based on the benchmarking findings, the report recommends immediate implementation of strategic interventions beginning in the 2026/2027 financial year. Priority areas include deployment of an LMS analytics dashboard, establishment of a unified learner support/helpdesk system, implementation of Single Sign-On (SSO) and Learning Tools Interoperability (LTI), adoption of AI-powered proctoring systems, strengthening of digital infrastructure, and institutionalization of mandatory staff certification in online facilitation and assessment. The report concludes that while Maseno University has established a strong foundation in digital learning delivery, significant opportunities exist to strengthen integration, scalability, automation, quality assurance, and learner support systems in order to achieve a more mature and sustainable ODeL ecosystem aligned with international best practices.