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dc.contributor.authorMakhaya, Barbara K
dc.contributor.authorOgange, Betty O
dc.coverage.spatialAfricaen_US
dc.date.accessioned2019-05-10T17:19:51Z
dc.date.available2019-05-10T17:19:51Z
dc.date.issued2019-03
dc.identifier.urihttp://hdl.handle.net/11599/3185
dc.description.abstractConventional 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.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 6, no. 1
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttps://jl4d.org/index.php/ejl4d/article/view/326/373
dc.subjecteLearningen_US
dc.subjectInformation and Communication Technology (ICT)en_US
dc.titleThe Effects of Institutional Support Factors on Lecturer Adoption of eLearning at a Conventional Universityen_US
dc.typeArticleen_US
dc.coverage.placeNameKenyaen_US


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