Assessing E-Learning Readiness at the Kenya Technical Teachers College

Abstract

The purpose of this survey was to assess the level of e-learning readiness at the Kenya Technical Teachers College (KTTC). This was part of an institution-wide strategy to guide the adoption and implementation of e-learning at KTTC. The main objectives of the survey were, to: assess the level of e-learning readiness by establishing a baseline aggregate index; and, recommend activities to improve the readiness that facilitate effective deployment of e-learning technologies in teaching, learning and research. Various models used for measuring e-readiness within the ADDIE model of instructional design were reviewed. Engholms’ model for assessing e-learning readiness provided the conceptual foundation for the survey and informed its objectives and methodology. A survey was used to capture the respondents’ perception of the level of e-learning readiness along five dimensions adapted from Engholm using a five-point Likert scale. Samples were collected based on quantitative and qualitative methods using self-administered questionnaires and interviews.