Faculty Level of Readiness to Use e-Learning in Instruction and Supervision among Universities in Kenya
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Date
2024-12
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EAJESS
Abstract
E-Learning has not gained widespread popularity as an instructional method in universities, primarily due to faculty members' readiness and awareness limited levels. This study examined faculty preparedness and use of e-Learning. The sample consisted of 6 Directors, 12 Heads of Department, 90 faculty members and 335 students in Kenyan universities. Data were gathered through a semi structured questionnaire from faculty and students and in-depth interviews with Directors and Heads of Departments. The study concluded that blended learning is the faculty members’ preferred instructional model, aligning with literature that emphasize its benefits in promoting flexibility, engagement and inclusivity. While the majority of faculty members rated their e-learning utilization as proficient, with most using resources like the internet and whiteboards effectively, the minority reported average or poor utilization, indicating a need for targeted interventions to enhance digital literacy and ensure equitable e-learning adoption. Finally, the study concludes that Moodle was the most preferred platform due to its flexibility and interactivity while WebCT was the less commonly used platform. Study recommends that policy makers should invest in infrastructure, training and awareness campaigns to support blended learning and e-Learning platform adoption and utilization.
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Shisakha, M. B., Njuguna, F. and Ogeta, N. (2024). Faculty Level of Readiness to Use e-Learning in Instruction and Supervision among Universities in Kenya. East African Journal of Education and Social Sciences 5(6), 8-19. Doi: https://doi.org/10.46606/eajess2024v05i06.0410.