Abstract
<p>In this paper, we discuss the challenges experienced by Kenyan public universities in implementation of e-learning and recommend possible solutions towards its successful implementation. In the last few years, most Kenyan public universities have adopted e-learning as a new approach to teaching and learning. However, the implementation challenges faced by these universities have continued to impact negatively on its effective utilization. This paper presents the findings from a survey of 148 staff of three Kenyan public universities who are currently using e-learning in blended mode approach. The purpose of this study was to investigate the challenges hindering the implementation of e-learning in Kenyan public universities. Data was collected through questionnaires, in-depth interviews and document analysis. The findings reveal that e-learning comes with some challenges that must be addressed by Kenyan public universities before successful implementation can be realized. However, the benefits and opportunities presented by e-learning far outweigh the challenges. The paper finally recommends some possible solutions that public universities could embrace towards successful implementation of e-learning.</p>
Highlights
E-learning refers to learning facilitated and supported through the use of information and communications technology (Jenkins and Hanson, 2003)
Only 4 respondents interviewed pointed out lack of interest among the teaching staff to use elearning as a challenge hindering the implementation of e-learning
This paper has investigated the challenges hindering the implementation of e-learning in Kenyan public universities
Summary
E-learning refers to learning facilitated and supported through the use of information and communications technology (Jenkins and Hanson, 2003). On the other hand, Garrison (2011) defines e-learning as “electronically mediated asynchronous and synchronous communication for the purpose of constructing and confirming knowledge.”. E-learning can be considered a natural evolution of distance learning, which has always taken advantage of the latest tools to emerge in the context of technologies for structuring education (Sangrà et al, 2012). Synchronous learning uses a learning model that initiates a classroom course, lecture or meeting using Internet technologies. Asynchronous learning is described as a web-based version of computer-based training (CBT), which is typically offered on a CD-ROM or across an organization’s local area network. The learner can access the course at any time at his or her own pace (Takalani, 2008)
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