IEEE Technology and Society Magazine - September 2016 - 29
very challenging for higher education institutions
(HEIs) to deal with the increasing number of students,
based on available physical infrastructure and, critically, the number of available qualified university level
lecturers [1].
One way to address existing constraints of available
physical infrastructure and qualified lecturers is wider
adoption of information and communications technology (ICT) in education to support blended, online, or distance learning. Technology-enhanced learning (TEL)
techniques can support larger numbers of students and
more diverse types of students (both campus and
non-campus based, full-time or part-time). TEL can also
facilitate deeper understanding of course material by
september 2016
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allowing students to interact with additional materials
that would ordinarily not be used in the classroom, and
can also provide access to online discussion forums.
Realization of this vision requires appropriate policy
guidelines, a minimum level of available digital infrastructure, and associated human capacity [4].
A literature review of relevant e-learning journals and
IEEE Xplore indicate a general acceptance that TEL can
support access to education in Africa. However, perceived constraints directly affecting HEI-uptake of ICTbased course delivery include technical, financial,
human, and institutional aspects [9]-[15]. The literature
review identified a number of studies focused on TEL
adoption in individual institutions [10], [13] or representative institutions within a region or country [11], [12],
[15]-[18]. It is clear from the literature that there has
been quite a lot of ongoing activity in Kenya over the
past ten years to leverage technology to support teaching and learning in HEIs [1]. There has also been a positive increase in e-infrastructure and access to both
institutionally owned and student owned devices [9].
Institutions started leveraging open, distance, and
e-learning at quite an early stage as a dual strategy to
complement face-to-face learning [11]. It is interesting
that, based on student interviews, [9] highlights significant and growing demand for blended learning that is
not currently being adequately addressed by all institutions. This opens up an opportunity for wider adoption
of TEL based on a clear user demand in the context of
the Commission for University Education Kenya (CUE)
gazetted standards and guidelines for open, distance,
and e-learning. Gitonga et al. [19] undertook an interesting study to illustrate how wikis can be used as a collaboration tool. Some common challenges to the uptake of
TEL highlighted in literature include: limited access to
computers [10], [15], [16]; skills gaps [9], [10], [15], inadequate Internet access speeds ([9],[10], [18]; staff motivation to transition to a new teaching mode [10], [15];
inadequate institutional policies [9], [10], [15], [16]; limited mobile learning (mLearning) content [9]; and time
constraints for staff members and students [15], [18].
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 [1]. 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
IEEE TEchnology and SocIETy MagazInE
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