Implementation Challenges in eLearning among Tertiary Educational Institutions: A Case of the Nairobi Metropolitan Area

Abstract

The study looked at the challenges of eLearning among the faculty and students in the selected institutions of tertiary education in Nairobi and its environs. The purpose of the study was to help policy makers, decision makers and investors make well informed decisions about public policy and investments in ICT especially at the secondary schools by understanding the practical challenges of eLearning especially in a developing country. A survey design was used to guide the research process and participants drawn from 9 colleges and universities. Survey questionnaires were distributed to 145 faculty and 540 students. The response rates were 55.5% for the institutions (n=5), 50.3% for the teachers (n=98) and 83.3% for the students (n=450). Data generated was analysed using the Statistical Package for Social Sciences (SPSS®). The main results has shown the extent to which the eLearning is being utilized and has identified factors that enhance or impede use of eLearning for teaching and learning at the tertiary education institutions (TEls). The findings of the study has shown that the use of eLearning and its integration in the teaching and learning in TEls is more widespread; use ofICTs and related technologies more pervasive among faculty and communication as a means of communication and for information gathering; and most institutions are beyond the small-scale and experimental implementation of eLearning. Access rates for students to ICTs and the Internet are much higher than previously thought. A significant majority of the student expressed the desire to have more eLearning introduced into their courses, and strongly agreed that eLearning makes studying easier and enjoyable for them. There were challenges associated with the implementation of e-learning in Tertiary Institutions by teachers into their classroom such as skill development, changes in their role and the pedagogies they employ. Findings indicated that successful implementation of the e-learning environment was dependent on the four key factors oOCT infrastructure, JCT leadership, support and training initiatives and the teachers' JCT capacity. Strategies have been suggested on how to better implement and utilize eLearning so as to improve educational outcomes with recommendations on issues that touch 011' ICT access and infrastructure; human resources and training; financing and ICT investment; curriculum development and locall relevant content