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Distance learning is a mode of study globally accepted as a tool for enhancing access, equity and quality in education. The Kenyan Government has put in place mechanisms to promote open and distance learning practices in educational institutions. However, there is doubt in Kenya, regarding the quality of academic performance attained by distance learning students. The objective of this study was to determine the influence of learner support systems on the academic performance of distance learning students in selected Kenyan public universities. The study is based on Pragmatism due to its focus on objectivity and the use of scientific methods. Mixed-methods research methodology was adopted for the study. The sample consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students, and two (2) administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that a learner support system statistically, significantly and positively influences academic performance of distance learning students, although at a low level (4.9%). However, the findings revealed that guidance and counselling support, which is part of the learner support system, did not significantly influence the academic performance of distance learning students. The study recommends that particular focus should be on the provision of remotely accessible guidance and counselling services since most distance learning students cannot physically access the services which are on campuses.

The demand for university education has continued to grow and hence there has been a phenomenal expansion in enrolments that is not matching with the expansion of facilities. Several policy reports commissioned by the Government of Kenya highlight the importance of affordable, accessible and quality education through e-learning platforms to achieve education for all as envisaged by the Millennium Development Goals (MDGs). In particular, The Government of Kenya Policy Framework for Education, Training and Research highlights the unexploited means of access to education such as Open Distance and E-learning (ODeL) and virtual institutions particularly in higher education and training; unregulated examination and certification of Distance Education eLearning (DEeL) programmes and lack of national capacity for curriculum design for ICT-supported educational programmes to facilitate access to quality education to learners at all levels of the education system. As institutions of higher learning gear up to offer their academic programmes by DEeL mode of instructional delivery, there are concerns from stakeholders about the quality of the diploma and degree awards. This can be attributed to inadequate quality assurance standards to assess the quality and value of DEeL academic programmes. This paper is aimed at identifying critical factors influencing Distance Education and e-Learning (DEeL) in higher education in Kenya and to develop an appropriate framework for assessing quality indicator measures