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dc.contributor.authorNyagorme, Paul
dc.date.accessioned2014-08-19T12:23:02Z
dc.date.available2014-08-19T12:23:02Z
dc.date.issued2014-08-19
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/10960
dc.descriptionDoctor of Philosophy in the School of Education (Educational Communication and Technology), 2014en_US
dc.description.abstractAlthough e-learning provides enormous opportunities, its implementation in Universities in the developing world is low. Many people are sceptical about its effectiveness to serve as an alternative means to attaining higher education. There are limited studies within developing countries centred on e-learning adoption and utilisation. This study sought to find out the major challenges facing e-learning adoption at the Centre for Continuing Education (CCE), University of Cape Coast, (UCC), Ghana and Open and Distance e-Learning (ODeL) Directorate of Kenyatta University, Kenya (KU). To achieve this, variable factors considered were grouped under four major thematic areas (1) managerial factors, (2) perceived e-learning attributes, (3) institutional factors, and (4) the end-user factors. These factors were conceptualized to have influenced the rate of e-learning adoption and utilisation and were operationalized within Rogers‘ (1962) Diffusion of Innovation (DOI) theory and the Theory of Reasoned Action (TRA) propounded by Fishbein and Ajzen (1980). The study employed descriptive survey method. This study targeted top management, ITSS, lecturers and distance learners of ODeL and CCE. Quota sampling technique was applied to get a proportional 10% of the distance learners and 20% of the lecturers. Purposive sampling technique was used to select the Directors and Information Technology Support Staff. Questionnaire and focus group discussion guide were used to collect data. The results of the study revealed that the level of e-learning adoption and utilisation in University of Cape Coast, Ghana and Kenyatta University, Kenya is generally low. This was attributed to negative attitudes of lecturers at KU, lack of commitment of top management of UCC, low internet connectivity, relatively low self-efficacy on the part of distance learners, and lack of a specific fund allocation for e-learning projects and general mismatch of the adopter categories of board members of both universities. In view of these results, key recommendations were made: reconstituting of board members at both universities, government installing fibre optic cables, organisation of regular workshops on key aspects of e-learning in order to enhance e-learning adoption and utilisationen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.titleE-learning adoption and utilisation: a comparative study of Kenyatta University, kenya and university of Cape Coast, Ghanaen_US
dc.typeThesisen_US


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