| dc.description.abstract | Although eLearning has many advantages, students have different opinion towards this
modern process of learning; this to some extent has influenced its adoption. This study
examined factors influencing the adoption of eLearning in public higher learning
institutions in Kenya: A Case Study of Masinde Muliro University of Science and
Technology. The study was guided by three objectives; to examine the influence of
students’ perceptual factors on the adoption of E-learning at Masinde Muliro University
of Science Technology, establish the influence of institutional factors on the adoption of
E-learning at Masinde Muliro University of Science and Technology, assess how
student`s levels of computer literacy influence their adoption of E-learning at Masinde
Muliro University of Science and Technology. The study adopted a correlational research
design framed on Unified Theory of Technology Adoption. The target population
comprised of 7,500 fourth year students. A sample size of 366 fourth year students was
arrived at through multi-stage sampling. The structured questionnaire was used to gather
data, with the contents of the questionnaires being validated by expert consideration to
ascertain that all the aims of the study were covered. The instrument was checked in
terms of reliability through the Alpha Cronbach analysis as the factors of institutional
(above 0.8), student perceptual (above 0.7), and computer literacy constructs (above 0.6)
defined the satisfactory internal consistency. Logistic regression analysis was used to
analyze data collected from fourth years’ students from 10 schools. The logistic analysis
showed that students aged between (31-35years) and above were 56% (Exp(β) =.561, p
= 0.05), and 12% (Exp (β) = 0.120, p = 0.043) more likely to accept and adopt eLearning,
respectively, than those whose age ranged below 20years, 21-25, and 26-30 years. Male
students were 2 times more likely to accept and adopt to eLearning (Exp(β) =2.129, p =
0.026) than female students. The analysis also showed that students belonging to the
school of computing and informatics were 2 times more likely to accept and adopt
eLearning (Exp (β) = 2.102, p = 0.049) than those belonging to school of education.
Institutional support, including the provision of training (Exp (β) = 0.926, p = 0.025),
robust infrastructure (Exp (β) = 1.137, p = 0.028), and clear eLearning policies (Exp (β)
= 1.187, p = 0.018), plays a critical role in facilitating eLearning adoption. This research
has practical implications on; students need to be more innovative/enthusiastic on
eLearning, institution needs to establish integrated support systems that will not only
offer technical support but also create a learning environment that is motivating and
empowering students, they need to forge a holistic approach that takes into account the
interdependence of these factors that will most likely result in increased adoption rates
of eLearning and improved learning outcomes among the students. There is need for the
institutions to develop comprehensive policies that address technological infrastructure,
institutional support, and computer literacy training to foster a conducive environment
for eLearning adoption, lecturers to be more innovative and engage students in blended
eLearning. | en_US |
