Technology-Enhanced Learning in Kenyan Universities
Number of Authors: 1
2016 (English)In: IEEE technology & society magazine, ISSN 0278-0097, E-ISSN 1937-416X, Vol. 35, no 3, 28-35 p.Article in journal (Refereed) Published
This article discusses some of the findings of a study that bridges an existing knowledge gap by focusing on identifying influences on the wider adoption and uptake of TEL techniques by HEIs in Nairobi. In this context, TEL techniques can encompass e-learning, blended learning, using massive open online courses (MOOCs), or an entirely online course delivery. This study examines why HEIs are using TEL, perceived benefits and challenges of using TEL from an institutional and instructor perspective, and the impact of policies. The findings have important research, practical, societal, and policy making implications for educational delivery on a continent with a rapidly growing population. Findings will assist decision making, inform policy creation, and provide useful foundational reference material for further comparative research in Africa. The lessons learned will also assist tertiary level institutions across the African continent that wish to plan for wider TEL adoption, or to implement TEL in a more effective manner, by considering common challenges that could limit adoption.
Place, publisher, year, edition, pages
2016. Vol. 35, no 3, 28-35 p.
Electrical Engineering, Electronic Engineering, Information Engineering Computer and Information Science Learning
IdentifiersURN: urn:nbn:se:su:diva-135031DOI: 10.1109/MTS.2016.2593238ISI: 000384234900010OAI: oai:DiVA.org:su-135031DiVA: diva2:1045248
IEEE International Symposium on Technology and Society (ISTAS), Dublin, Ireland, November 11-12, 2015