Case studies: The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University

Conventional Higher Education Institutions in Kenya are in the process of implementing eLearning projects. These initiatives are, however, fraught with challenges. At the Maseno University eCampus, an evaluation of statistics on the institutional LMS after two years of implementation revealed that m...

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Autores principales:	Barbara Khavugwi Makhaya, Betty O. Ogange
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2019
Materias:	lecturer adoption elearning institutional support perceived usefulness perceived ease of use Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/0a03ab28c9f84134b127a8cf247f5582
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spelling	oai:doaj.org-article:0a03ab28c9f84134b127a8cf247f55822021-12-03T18:11:00ZCase studies: The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University2311-1550https://doaj.org/article/0a03ab28c9f84134b127a8cf247f55822019-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/326https://doaj.org/toc/2311-1550Conventional Higher Education Institutions in Kenya are in the process of implementing eLearning projects. These initiatives are, however, fraught with challenges. At the Maseno University eCampus, an evaluation of statistics on the institutional LMS after two years of implementation revealed that many lecturers had minimal or no log-in statistics, an indication that there was a gap in the adoption of eLearning. This study investigated factors explaining lecturer adoption of eLearning. A sample of 55 lecturers was selected and a questionnaire administered on their personal and institutional support factors for eLearning adoption. The findings revealed that the lecturers had a positive perception of the usefulness of eLearning and high self-efficacy in the adoption of eLearning. The gap in eLearning adoption was perceived by respondents to be a result of inadequate institutional support. The results suggest that lecturers are likely to be better adopters of eLearning not only when knowledge management processes and policies related to eLearning are developed but also where the institution works towards building and supporting a community of eLearning adopters.Barbara Khavugwi MakhayaBetty O. OgangeCommonwealth of Learningarticlelecturer adoptionelearninginstitutional supportperceived usefulnessperceived ease of useTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 6, Iss 1, Pp 64-75 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	lecturer adoption elearning institutional support perceived usefulness perceived ease of use Theory and practice of education LB5-3640
spellingShingle	lecturer adoption elearning institutional support perceived usefulness perceived ease of use Theory and practice of education LB5-3640 Barbara Khavugwi Makhaya Betty O. Ogange Case studies: The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University
description	Conventional Higher Education Institutions in Kenya are in the process of implementing eLearning projects. These initiatives are, however, fraught with challenges. At the Maseno University eCampus, an evaluation of statistics on the institutional LMS after two years of implementation revealed that many lecturers had minimal or no log-in statistics, an indication that there was a gap in the adoption of eLearning. This study investigated factors explaining lecturer adoption of eLearning. A sample of 55 lecturers was selected and a questionnaire administered on their personal and institutional support factors for eLearning adoption. The findings revealed that the lecturers had a positive perception of the usefulness of eLearning and high self-efficacy in the adoption of eLearning. The gap in eLearning adoption was perceived by respondents to be a result of inadequate institutional support. The results suggest that lecturers are likely to be better adopters of eLearning not only when knowledge management processes and policies related to eLearning are developed but also where the institution works towards building and supporting a community of eLearning adopters.
format	article
author	Barbara Khavugwi Makhaya Betty O. Ogange
author_facet	Barbara Khavugwi Makhaya Betty O. Ogange
author_sort	Barbara Khavugwi Makhaya
title	Case studies: The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University
title_short	Case studies: The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University
title_full	Case studies: The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University
title_fullStr	Case studies: The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University
title_full_unstemmed	Case studies: The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University
title_sort	case studies: the effects of institutional support factors on lecturer adoption of elearning at a conventional university
publisher	Commonwealth of Learning
publishDate	2019
url	https://doaj.org/article/0a03ab28c9f84134b127a8cf247f5582
work_keys_str_mv	AT barbarakhavugwimakhaya casestudiestheeffectsofinstitutionalsupportfactorsonlectureradoptionofelearningataconventionaluniversity AT bettyoogange casestudiestheeffectsofinstitutionalsupportfactorsonlectureradoptionofelearningataconventionaluniversity
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Case studies: The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University

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