| dc.description.abstract | A wide range of literature on evaluation of eLeaming projects in Kenya indicates that its
adoption in Higher Education Institutions (HEls) is low and faces a wide range of challenges.
Studies on factors enabling eLeaming adoption indicate that personal and institutional factors
are important in the successful eLeaming projects. In the first year of the rollout of online
courses at the eCampus of Maseno University, an evaluation of statistics on the institutional
Learning Management System (LMS) revealed that a number of lecturers had minimal or no
log in statistics, a further analysis of the lecturer participation within the courses revealed that
the lecturers were not interacting with the students enrolled in the online courses. This was
indication that there was a gap in the adoption of eLeaming among lecturers. The objectives
of the study were to; evaluate the effect of lecturer personal factors in the adoption of
eLeaming at the eCampus of MasenoUniversity, examine the effect of institutional support
factors on the adoption of eLeaming and identify challenges experienced by lecturers in the
adoption of eLeaming at the eCampus of MasenoUniversity. The lecturer factors of selfefficacy,
perceived usefulness and perceived ease of use in relation to eLeaming were
adopted from the Technology Adoption Model (TAM) which is used to understand the user
acceptance of technology. The study further evaluated the institutional support factors of
policy on eLeaming, lCT infrastructure and the support accorded to lecturers involved in
eLeaming. The institutional factors were adopted from the Conceptual framework on
inhibiting and facilitating factors for eLeaming by Andersson. A sample of 55 lecturers was
selected based on the sample selection formula by Calmorin. A questionnaire was
administered to the 55 lecturers from seven schools that offer courses online through the
institutional eLeaming system. There were 48 responses which represents 87.3% response
rate. The study revealed that lecturers had a positive perception of the usefulness of
eLeaming in improved leamer-lecturer participation and dissemination of learning resources
in a variety of formats to learners however, support factors of lCT infrastructure and policies
on eLeaming did not make it favorable for the lecturers to adopt eLeaming. The findings
further revealed that minimal administrative support was the major contribution to slow
adoption of eLeaming. Based on the findings, a Logical Framework Matrix for lecturer
adoption of eLeaming in an eLeaming project for an institution of higher learning was
developed. The matrix developed from this study will be useful in the evaluation of lecturer
adoption of eLeaming in institutions of higher learning. The findings from this study will
contribute to the academic literature on critical success factors for eLeaming adoption among
faculty in Higher Education Institutions in Kenya and will be critical in formulating
eLeaming policy that is favourable for lecturer adoption of eLeaming within the eCampus of
Maseno University. | en_US |
