Keywords
How to Cite
Abstract
Background. The adoption of e-learning assists educators by making lessons more effective, allowing them to maximise the potential for individual learning curves and styles within the classroom.
Objective. To determine the factors influencing the adoption of online learning among learners in the Kenya Medical Training College (KMTC) Mombasa campus.
Methods. This study adopted a descriptive, cross-sectional study design. The self-administered questionnaire had open- and closed-ended questions. Data were checked for accuracy, consistency and completeness. The data were then cleaned and coded. We analysed the data using Statistical Package for Social Sciences (SPSS) version 23.
Results. Of a total of 185 students, 148 were included in the study and final analysis. All respondents indicated that they had been trained in e-learning. Most (n=96, 64.9%) of the respondents had been trained four times, 29 (19.6%) had been trained once, 15 (10.1%) had been trained twice and 8 (5.4%) had been trained thrice. Most respondents (n=53, 35.8%) were unsure whether training on e-learning is a basic requirement for the campus to establish and adopt a new system effectively. Most respondents (n=73, 49.3%) were unsure whether individual characteristics influence e-learning adoption. There was no significant association between sex and attitude towards e-learning (p=0.178) and no significant association (p=0.685) was observed between the department of study and training of learners on e-learning.
Conclusion. We concluded that KMTC has not adopted e-learning fully. The study recommends that top management in this institution should offer their undivided support to the e-learning academic programmes and facilitation. This support could be in the form of extensive training, workshops, policy development and awareness.
References
1. Nhu KTN. The adoption of blended e-learning technology in Vietnam using a revision of the technology acceptance model. J Inform Techn Educ: Research 2016;15:253-282. http://www.informingscience.org/ Publications/3522
2. Pappas C. Advantages and possible limitations of online learning. eLearning Industry; 2015. https:// elearningindustry.com/advantages-and-possible-limitations-of-online- (accessed 7 March 2024).
3. Nikolaeva YS, Pak NI. Newest web-technologies for studying and diagnosing individual abilities of learners. J Soc Studies Educ Research 2017;8(2):130-144. https://jsser.org/index.php/jsser/article/view/189
4. Law KMY, Lee VCS, Yu YT. Learning motivation in e-learning facilitated computer programming courses. Computers Educ 2010;55(1):218-228.
5. Wotto M. The future high education distance learning in Canada, the United States, and France: Insights from before COVID-19 secondary data analysis. J Educ Techn Syst 2020;49(2):262-281.
6. Makokha GL, Mutisya DN. Status of e-learning in public universities in Kenya. Int Rev Research Open Distr Learn 2016;17(3).
7. Tarman B. Barriers to the effective use of technology integration in social studies education. Contemp Issues Tech Teacher Educ; 2019. https://www.academia.edu/92048864/Barriers_to_the_Effective_Use_of_ Technology_Integration_in_Social_Studies_Education (accessed 7 March 2023).
8. Ngampornchai A, Adams J. Learners’ acceptance and readiness for e-learning in Northeastern Thailand. Inter J Educ Techn Higher Educ 2016;13(1). https://educationaltechnologyjournal.springeropen.com/ articles/10.1186/s41239-016-0034-x
9. Bubou G, Job G. Benefits, challenges and prospects of integrating e-learning into Nigerian tertiary institutions: A mini review. Int J Educ Dev Info Comm Tech 2021;17:6-18. https://files.eric.ed.gov/fulltext/ EJ1335685.pdf
10. Dhawan S. Online learning: A panacea in the time of COVID-19 crisis. J Educ Techn Syst 2020;49(1):5-22. 11. Panyajamorn T, Suanmali S, Kohda Y, Chongphaisal P, Supnithi T. Effectiveness of e-learning design and affecting variables in Thai public schools. Malaysian J Learn Instruc 2018;15(1):1-34. https://files.eric.
ed.gov/fulltext/EJ1185780.pdf
12. Smith C. Globalisation and new education frontiers: A look at the factors affecting virtual learning in Kenya. Euro J Educ Pedagogy 2022;3(6):50-56.
13. Mutua M, Nyoni CN. Standards for evaluating the quality of undergraduate nursing e-learning programme in low- and middle-income countries: A modified Delphi study. BMC Nurs 2023;22(1).
14. Basar ZM, Mansor AN, Jamaludin KA, Alias BS. The effectiveness and challenges of online learning for secondary school learners – a case study. Asian J University Educ 2021;17(3):119-129. https://files.eric. ed.gov/fulltext/EJ1309475.pdf
15. Kibuku R, Ochieng D, Wausi A. E-learning challenges faced by universities in Kenya: A literature review. Electronic J e-Learning 2020;18(2). https://files.eric.ed.gov/fulltext/EJ1250436.pdf
16. Bozkurt A, Karakaya K, Turk M, Karakaya Ö, Castellanos-Reyes D. The impact of COVID-19 on education: A meta-narrative review. Tech Trends 2022;66(5):883-896.
17. Mehta A, Morris NP, Swinnerton B, Homer M. The influence of values on e-learning adoption. Comput Educ 2019;141:103617.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2024 M Mutua, A Muema, M Kivuva