| dc.description.abstract | ELearning has created a chance for a large yet busy group of working learners to go back to class from the comfort
of their ‘homes’ and ‘offices’ (De Beer & Mason, 2009). By adopting this mode of learning, Maseno is fulfilling the
global demand for lifelong learning (UN, 2013). ELearning in Maseno University has attracted international
students from Iraq, Uganda, Tanzania, Somalia, Rwanda, Nigeria and Belgium: a fact that has brought an
international feel to the university. Moreover the university has three face to face campuses (approximately
150km apart), manned by the same pool of lecturers. The eCampus serves as a central point of communication
for lecturers and learners across all the three universities. The university capitalizes on the affordances of a virtual
learning environment through the eCampus to build an interactive and collaborative learning environment for
students to interact with faculty and peers to share, support, encourage and learn from each other (Donnelly and
Fitzmaurice, 2004; De Beer & Mason, 2009). The LMS has the advantage of not only closing physical space and
bringing everyone closer through the new ICTs but also keeps a record of activities and interactions. The wide
range of interaction modes that ELearning students have creates a medium of communication and an avenue for
peace building and conflict resolution given the fact that eLearning transcends across political, religious, racial,
social and geographical borders. The purpose of this study was to examine the role of eLearning as an avenue for
peace building and conflict resolution. The specific objectives of the study were to investigate the impact of
eLearning communication tools as agents of behavior change; empowerment tools; and an alternative
infrastructure towards peace building and conflict resolution. The study used a critical case study design. Data was
collected from 180 postgraduate eLearning students sampled from a population of 516 students using a
questionnaire and a documentary analysis guide of the archived communication tools available in the learning
management system while analysis was done using descriptive statistics (Mainly percentages) and content
analysis based on thematic areas of communication. Results indicated that students discuss socio-economic and
political issues outside their learning time. For such discussions, 100% of the students use social media, 80% email,
60% private messaging system, 40% social discussion forum in the LMS. It further noted that 70% of the learners
interacted at close range for the first time with people from a different race, religion and country on joining the
eLearning programme. The results from further analysis of learners’ social presence showed that they all started
by observing netiquette as a rule at eCampus but later adopted them for use in all online communication; met
new online communication tools during the course. The study concluded that eLearning is perceived by learners
as a safe platform for conflict resolution and an attitude change agent among ELearning Students. | en_US |
