Njoroge, RoseNzuki, David2023-07-272023-07-272017Njoroge, R., & Nzuki, D. (2017, May). Elearning induction model for the uptake of online courses: A case of Kenyatta University. In 2017 IST-Africa Week Conference (IST-Africa) (pp. 1-9). IEEE.978-1-905824-57-1http://ir-library.ku.ac.ke/handle/123456789/26439articleThe eLearning induction model that is well informed by both the theory and practice is a sure way of being responsive to the dynamism of the educational technologies. Kenyatta University (KU) has embraced elearning as a means of teaching and learning in its various modes of study. The first year students, “freshers”, are subjected to elearning induction in preparation to enable them to adapt to a different way of teaching and learning from what they were used to in secondary school level. Given the complexity of elearning and the changing nature of technology, learners have continuously been faced with challenges of adapting to the changing technological needs of Learning Management Systems (LMS) used in the institutions of higher learning. In response to these concerns, Kenyatta University through its Directorate of elearning uses a Model which is depicted in this paper. This is geared towards ensuring a smooth uptake of elearning in the institution. The Model has led to the establishment of conducive eLearning environment which is characterized by well-coordinated training mechanisms, monitoring and evaluation approaches. The paper depicts how the Model was used to unearth digital literacy gaps, adequacy of elearning induction as well as demonstrate the relevance of elearning induction Model used by KU.enelearningelearning induction modelelearning trainingdigital literacyArticle