DETERMINANTS OF ADOPTION OF E-LEARNING IN KENYAN PUBLIC UNIVERSITIES: A CASE OF JOMO KENYATTA UNIVERSITY OF AGRICULTURE AND TECHNOLOGY
Abstract
Higher education institutions in developing economies are at different stages of adopting ICT for education. For institutions that are in the early stages of the adoption of eLearning there is no clear strategy or framework to implement a working eLearning model. This study set out to understand the models that are appropriate for faculty heads to adopt and influence the implementation of eLearning. The objectives of this research were to determine the participation of stakeholders, evaluate the availability of financial resources, to establish the status of ICT installations at the university to facilitate lecturers and to examine the institutions structure for lecturers and students on the adoption of eLearning at Jomo Kenyatta University of Agriculture and Technology (JKUAT). The study covered a public university in Kenya with specific focus on the faculty staff at three JKUAT campuses in Nairobi. The study also reviewed the literature on the subject on different and similar context to explain the significance of the study. There were four theories that explained the various influences of the determinants on the adoption of eLearning. The relation of variables of the research was outlined and the key indicators for the study highlighted. A sample of 100 staff and stakeholders were selected and used for the study using simple random sampling procedure that made 10% of the total population. A structured questionnaire was used to gather data on faculty lecturers, students and technical staff to which distinct variables measuring the stakeholder’s participation, financial allocation by the institution, ICT infrastructure capacity and level of the institution support to determine their influence on eLearning adoption. The data collected was processed and analyzed using SPSS statistical package version 21. The analysis showed that stakeholder participation had the highest Pearson correlation coefficient (.666) whereas financial resources, ICT infrastructure and organization structure had the positive (Pearson correlation coefficient =.543; .658 and .504) influence on adoption of e-learning. The most significant influence was identified to be the stakeholder’s participation and financial resources. The study recommends that the stakeholder capacity building effort should be emphasized to improve expertise and an increase in financial resource for ICT investments is critical for success of ELearning adoption.
Key Words: Adoption, E-learningFull Text:
PDFReferences
Abdul-Rahman, Z. (1994). Factors related to completion of distance education courses in the off-campus degree programme at the university saints of Malaysia. UMI (UMI No. 9425449).
Agboola K. A (2009) Assessing the Awareness and Perceptions of Academic Staff in Using Elearning Tools for Instructional Delivery in a Post-Secondary Institution: A Case Study The Innovation Journal: The Public Sector Innovation Journal, Volume 11(3), article 4
Ahmed Ajab Al-Furaydi (2013) Measuring E-Learning Readiness among EFL Teachers in Intermediate Public Schools in Saudi Arabia English Language Teaching; Vol. 6, No. 7; 2013 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education
AllexanderMuzenda (2009) International Journal of Humanities and Social Science Invention ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 Retrieved from www.ijhssi.org Volume 3 Issue 1 January. 2013 PP.06-13
Andersson, A., &Grönlund, Å. (2009). A conceptual framework for e‐learning in developing countries: A critical review of research challenges. The Electronic Journal of Information Systems in Developing Countries, 38(8), 1‐16. Retrieved from http://www.ejisdc.org/ojs2/index.php/ejisdc/article/viewFile/564/291
ApitepSaekow and Dolly Samson (2011) E-learning Readiness of Thailand’s Universities Comparing to the USA’s Cases International Journal of e-Education, e-Business, eManagement and e-Learning, Vol. 1, No. 2, June
Babbie, E. (2009). Survey research methods (2nd ed.). Belmont: Wodsworth.
Calverley, G. and Shephard, K. (2003) Assisting the uptake of on-line resources: why good learningresources are not enough, Computers and Education, Vol. 41, pp. 205-224.
CCK and KNBS (2010) National ICT Survey Retrieved fromhttp://www.researchictafrica.net/countries/kenya/Report_of_the_National_ICT_Survey_2010.pdf
CIC.(2009).Toward good practice in Public Engagement. A participatory evaluation guide for CSOs
Cooper, D. R., & Schindler, P. S. (2003). Business research methods (8thed.).United States of America: Tata McGraw-Hill.
Cooper, D. R., & Schinder, P. S. (2010). Business research methods. 11th Ed. New York: McGraw-Hill.
Cooper, D., & Schindler, P. S. (2011). Business research methods (8th ed). New Delhi: Tata: McGraw-Hill Publishing Company. India.
Creswell, J. W. (2003). Research design: Quantitative, qualitative, and mixed methods approaches. Thousand Oaks, CA: Sage
Dabbagh, N. (2005). Pedagogical models for E-Learning: A theory-based design framework.International Journal of Technology in Teaching and Learning, 1(1), 25-4. Retrieved from http://www.sicet.org/journals/ijttl/issue0501/DabbaghVol1.Iss1.pp25-44.pdfGordon O. OumaAwuor and Kyambo (2013) E‐Learning Readiness In Public
Secondary Schools In Kenya, European Journal Of Open, Distance And E‐Learning – Vol. 16 / No. 2 97 ISSN 1027‐5207
JephiasMapuva&LovenessMuyengwa (2009) International Journal of Teaching and Learning in Higher Education 2009, Volume 21, Number 2, 221-227 Retrieved from http://www.isetl.org/ijtlhe/ ISSN 1812-9129
JunghoonLeem, Byungro Lim (2007) The Current Status of e-Learning and Strategies to EnhanceEducational Competitiveness in Korean Higher Education
J. M. Kihoro, ShadrackMuya, Rachel Ibukah (2014) Implementation of E-Learning At CUCK andLessons From The Case of JKUAT Ubuntunet-Connect 2014, 13-14 November 2014, Lusaka, Zambia Retrieved from ttp://www.ubuntunet.net/sites/default/files/uc2014/jkihoro.pdf
Kashorda, M, &Waema, T. (2011) ICT Indicators in Higher Education: Towards an E-readinessAssessment Model ISSN 2223-7062 Proceedings and reports of the 4th UbuntuNet Alliance annual conference, 2011, pp 57-76
Kashorda, M, &Waema, T. (2014). E-Readiness Survey of Kenyan Universities (2013) Report.Nairobi: Kenya Education Network. Retrieved from http://www.kenet.or.ke/sites/default/files/eadiness%202013%20Survey%20of%20Kenyan%20Universities_Exec%20Summ.pdf
Kombo P.O. (2006). Proposal and Writing: An Introduction. Pauline’s Publications Africa.
Kothari, C. R. (2004). Research methodology: Methods and techniques. New Delhi: New Age International (P) Limited Publishers.
Mackey, A., &Gass, S. M. (2011). A guide to research methods in second language acquisition. London: Basil Blackwell.
Mildred A. Ayere*, F. Y. Odera and J. O. Agak (2010) E-learning in secondary Schools in Kenya: A
Case of the NEPAD E-schools Educational Research and Reviews Vol. 5 (5), pp. 218-223, May, 2010retrived from http://www.academicjournals.org/ERR2 ISSN 1990-3839 © 2010 Academic Journals
Mugenda, O. M., &Mugenda, A. G. (2003). Research methods. Quantitative and qualitative approaches. Nairobi. Acts Press.
Ncube, Dube, Ngulube (2014) E-Learning Readiness among Academic Staff in the Department of Information Science at the University of South Africa ISSN 2039-2117 (online) ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 5 No 16 July 2014
Neuman, W.L. 2006. Social Research Methods: Qualitative and Quantitative Approaches. Pearsons Education Inc. Boston. USA
Orodho,A.J. (2003). Essentials of Educational and Social Science Research methods:Qualitative and Quantitative Approaches. Nairobi: Acts Press.
Otieno, Fredrick Omondi(2013); , "Deepening Democracy at the Grassroots Level: Citizen Participation in State Devolved Funds (CDF) In Kenya" (2013). Pan African Studies – Thesis Paper 1.
Owuor, T.R. & Ochieng, F. (2013). Factors influencing management of CDF projects: A case of Ainamoi Constituency, Kericho County. International Journal of Science and Technology, 2(1), 1 – 15.
Oyugi, N.L(2006); Equity in Resource Allocation; The need for Alternative constituency
Development Fund Allocation Criteria(Vol.76) Nairobi; Institute for Policy Analysis and Research.
Patton. M. (1997). Utilizat 'on-focused evaluation: The new century text. Thousand Oaks, Sage publications.Ca.Result oriented monitoring and evaluation-chapter 4-6, available at http://www.tmdp.org/Evaluation/docurr ents/mec4-6.htm
Pourghaznein, Sabeghi and Shariatinejad (2014) Effects of e-learning, lectures, and role playing on nursing students’ knowledge acquisition, retention and satisfaction Published: 25 January 2015
Pinigas M. (2014) E-learning Adoption by Lecturers in Selected Zimbabwe State Universities:An Application of Technology Acceptance Model Journal of Business Administration and Education ISSN 2201-2958 Volume 6, Number 1, 2014, 15-33
UNESCO (2008) UNESCO Education Strategy. 2008-06-03 retrieved from http://portal.unesco.org/education/en/ev.phpURL_ID=48792&URL_DO=DO_TOPIC&URL_SECTION=201.html
Wang, M., Ran, W., Liao, J., & Yang, S. J. H. (2010). A Performance-Oriented Approach to E-Learning in the Workplace. Educational Technology & Society, 13 (4), 167–179.
DOI: http://dx.doi.org/10.61426/sjbcm.v2i2.148
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.
PAST ISSUES:
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.