Browsing by Author "Kennedy Hadullo"

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    A model for evaluating e-learning systems quality in higher education in developing countries
    (2024-07-17) Kennedy Hadullo; Robert Oboko; Elijah Omwenga
    The rapid growth of Information and Communication Technology (ICT) has brought about significant changes in the practice of e-learning globally. In recent years, there has been an increasing adoption of Learning Management System (LMS) assisted e-learning in higher education institutions (HEIs) in developing countries. Despite the perceived benefits attached to e-learning, several studies concur that there are still many challenges facing e-learning. These include but are not limited to: course development, assessment, learner support, institutional factors, user characteristics and overall performance. The overall implication is that that developing countries still lag behind in adopting ICTs in their education systems. Accordingly, further investigation into e-learning practices is required in order to fill in this gap of research. This study presents a model for evaluating LMS assisted e-learning through reviewing the existing elearning frameworks and models for quality evaluation. The review which was based on the six dimensions of quality and their constructs targeted: the P3 Course Evaluation Model, the PDPP evaluation model, the e-learning Quality Framework, the TMLE framework and the e-learning maturity model. A comprehensive e-learning quality evaluation model was obtained which is to be validated through a survey of 200 respondents from JKUAT university in Kenya by structured equation modeling.
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    Factors affecting asynchronous e-learning quality in developing countries. A qualitative pre-study of JKUAT University
    (2024-07-17) Kennedy Hadullo; Robert Oboko; Elijah Omwenga
    The purpose of the present study was to identify the influencing factors of asynchronous elearning system quality particular in developing countries via a review of current literature and a qualitative pre-study conducted at Jomo Kenyatta University of Agriculture and Technology (JKUAT). Despite the perceived benefits of these systems to overcome challenges facing education sector in the region, studies show that the majority of them have not been successful. After a thorough review of existing literature on developing countries and a qualitative pre-study conducted at JKUAT University, the study identified the factors that influence quality of e-learning systems as: Course Design, Content support, social support, and Student Characteristics, Instructor Characteristics, Technician Characteristics, Course Assessment and Institutional factors. It is hoped that the findings of this study will help those who are involved in the implementation of Learning Management System (LMS) assisted Asynchronous e-learning in developing countries prepare corrective measures and strategies based on these factors to avoid future system failures.
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    Status of e-Learning Quality in Kenya: Case of Jomo Kenyatta University of Agriculture and Technology Postgraduate Students
    (2024-07-17) Kennedy Hadullo; Robert Oboko; Elijah Omwenga
    There is a substantial increase in the use of learning management systems (LMSs) to support e-learning in higher education institutions, particularly in developing countries. This has been done with some measures of success and failure as well. There is evidence from literature that the provision of e-learning faces several quality issues relating to course design, content support, social support, administrative support, course assessment, learner characteristics, instructor characteristics, and institutional factors. It is clear that developing countries still remain behind in the great revolution of e-learning in Higher Education. Accordingly, further investigation into e-learning use in Kenya is required in order to fill in this gap of research, and extend the body of existing literature by highlighting major quality determinants in the application of e-learning for teaching and learning in developing countries. By using a case study of Jomo Kenyatta University of Agriculture and Technology (JKUAT), the study establishes the status of e- learning system quality in Kenya based on these determinants and then concludes with a discussion and recommendation of the constructs and indicators that are required to support qualify teaching and learning practices.