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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.

Barbara Khavugwi Makhaya
Betty O. Ogange
License Condition: Creative Commons: Attribution 4.0  
Journal Articles
OER research in Africa
Journal of Learning for Development - JL4D