Assessment of the Status of E-learning as Course Delivery Method in Public Universities in Kenya
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Date
2013-08-14
Authors
Murage, Michael Njagi
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Abstract
e-Learning is the acquisition and use of knowledge distributed and facilitated primarily by electronic
means through the multi-media , telelearning , the flexible learning and the intelligent flexible learning
models. This form of learning currently depends on networks and computers but would likely evolve
into systems consisting of a variety of channels like wireless, satellite and technologies like cellular
phones as they are developed and adopted. e-Learning may incorporate asynchronous or synchronous
access and may be distributed geographically with varied limits of time. The central problem in this
study was that despite the fact that e-Learning as a mode of course delivery in institutions of higher
learning in Kenya has several positive attributes which include: high degree of interactivity between
users, capacity to cater for high enrolment against the background of insufficient physical facilities,
promoting education for the working population at low opportunity costs, and reducing administrative
loads by making routine information and resources available online among others, the paradox was that
the emerging body of literature globally and nationally indicate that e-Learning as a mode of course
delivery is not being practically implemented effectively and efficiently. As a consequence, full benefits
could be realized by expanding the implementation of e-Learning to meet the high social demand for
education and training in Kenya public universities and this could eventually enhance the capacity of
educational planners and university management in broadening the market of university courses. To this
end, this study was designed to determine the status of e-Learning as course delivery method and assess
the range of barriers faced by public universities in implementing e-Learning. The specific objectives
were six fold: assess the e-Learning components applied and status of e-Learning infrastructure in
public universities in Kenya ;identify the features that are associated with the current e-Learning in
public universities in Kenya; establish costs involved in development and production of e-Learning
courses, maintenance of e-Learning courses in presentation, storage and delivery including transmission
of e-Learning courses and materials in public universities in Kenya; determine the benefits of e-learning
course modules from both the demand and supply sides; identify the constraints faced by the public
universities in implementing e-Learning; and propose possible strategies and interventions that can be
applied to improve dissemination of course modules via e-Learning in Kenyan public universities. The
study adopted an exploratory descriptive survey design. The units of sampling were the seven public
universities in Kenya. From each sampling unit the researcher collected data from all ICT managers/e-
Learning directors and university e-Learning technicians and purposively sampled members of the
academic staff on the criterion of their specialized role in e-Learning course delivery. The study utilized
questionnaires, interview schedules, direct observation and observation schedules for data collection.
The instruments were piloted to determine the reliability using split half method. Validity was
determined using experts opinion. Data analysis was done using both qualitative and quantitative
approaches. The following conclusions have been drawn on the basis of results obtained from this
study; universities make use of a variety of hardware in production, storage and distribution of the e-
Learning courses. Universities endeavour to acquire the state of art hardware so as to be in line with
changing technological trends; In reference to the software applied, it was concluded that universities
make use of a variety of software. The use of assortment of software facilitates in performance and
execution of the many e-Learning activities; The features of the hardware and software are custom
made and support e-Learning activities; It was also found that different categories of staff are involved
in development and transmission of e-Learning course modules; It was also concluded that, there are no
students who undertake their courses purely via e-Learning rather what is applied is blended learning
where both e-Learning and face to face sessions are utilized. In terms of the overall costs involved in
production, development, storage, maintenance and transmission of the e-Learning course modules, it
was found that the variation was not significant. The following recommendations were arrived at in the
light of the study findings. e-Learning coordination to be restructured to be under ICT departments. It is
also recommended that the server should be re-located to KENET offices. Students and staff should be
encouraged and motivated to use the e-Learning systems through sensitization on matters related to e-
Learning and its importance through seminars and training workshops. All lecturers should be trained
and exposed to writing e-Learning materials and content development tools. Lecturers should be
sponsored to e-Learning conferences and establish a directorate to specifically handle e-Learning issues.