IEEE Technology and Society Magazine - September 2016 - 30

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.

Methodology
A case study approach was selected as the most appropriate research strategy, with qualitative data collection
used to gain deeper understanding of the current situation and context. Semi-structured interviews were selected as the most appropriate data collection method.
Interviews have been found to be effective in previous
studies in this domain, particularly when targeting more
senior faculty members [11]-[15], [17].
Non-probability sampling was selected to identify
people who could provide new insights based on expertise and experience. A mix of intensity sampling [20]
and chain-referral sampling was undertaken. A cumulative approach was applied, allowing the sample size and
data to saturate over time [21]. Informants were chosen
based on their experience and ability to provide valuable insights into influences on the wider adoption of
TEL techniques at universities in Nairobi. They also
came from a mix of public and private universities. Nine
semi-structured interviews were undertaken via Skype
from December 18, 2014, to January 12, 2015, from ten
institutions (one informant provided insights from two
institutions), in Nairobi. Input on additional questions
was requested in March 2016. Interviews were on average one hour in duration. With the consent of the informants, interviews were recorded for the purpose of the
transcript to complement notes taken during the call.
This research study followed Creswell's Data Analysis
Spiral model [20]. Atlas.ti was used as the qualitative
analysis tool for managing, coding, annotating, and analyzing the transcripts.

Context and TEL Usage
Interviews were undertaken in Nairobi with senior representatives of four public universities (Co-operative University College, Jomo Kenyatta University of Agriculture
and Technology, Kenyatta University, and University of
Nairobi) and five private universities (KCA University,
Kenya Methodist University, Riara University, Strathmore
University, and United States International University
USIU), as well as Kenya Education Network (KENET) as
the National Education Network (NREN). Informants
included directors of e-learning, university management, and lecturers.
The informants confirmed that eight of the nine
institutions are currently leveraging either some aspect

of online learning or blended learning, supported by a
learning management system (LMS) [4]. Three LMS
were identified as being in use: Blackboard, Moodle,
and WEDUSoft.
There has been significant investment in campus
infrastructure (network and Internet access) over the
past decade. This has supported an increase in the level
of technology usage (data projectors, white boards) in
the classroom to enhance the learning experience [1].
The LMS is used to provide a central content repository
for course material, as well as to offer core subjects in
an online medium for campus based students in some
institutions. Blended learning and online learning are
used to different extents, even within the same institution, to support both campus-based and non-campusbased students. Faculty members publish study guides
and lecture notes online based on student demand.
However, there is still limited use of collaboration tools
including quizzes and online forums [1].

Influences on Wider Adoption
and Take-Up of TEL Techniques
Informants identified training, change management,
and infrastructure as three primary influences on wider
adoption of TEL techniques to support blended learning, online teaching, and learning by lecturers in universities in Nairobi [1].
Training issues affecting wider adoption identified
by the informants included: availability of structured
training on developing content objects for online delivery, facilitation of online teaching and learning, and
effective use of LMS functionality to support studentcentered learning [1]. There is a general awareness that
the skills required to teach in an online student-centered medium are different from those required for
face-to-face teaching. As a result, specific training to
develop these skills must be more readily available.
These findings are broadly consistent with literature in
terms of the need to have more effective staff and student training. Nyerere et al. [11] highlighted a requirement for more staff training on open, distance, and
e-learning. Tarus et al. [15] identified poor e-learning
skills among staff members as being an obstacle to
developing e-content and successful implementation of
e-learning. Oroma and Mduma [13] outlined that while
the university considers the use of technology to be
important in enhancing teaching and learning, no formal ICT training was provided to staff members, which
resulted in a challenge realizing the overall institutional vision. Ssekakubo et al. [14] outlined that students
also face challenges leveraging the LMS functionality
due to limited exposure to technical solutions and low
ICT literacy rates. The findings from this study go further to focus on higher level skills development related

IEEE TEchnology and SocIETy MagazInE

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september 2016

Table of Contents for the Digital Edition of IEEE Technology and Society Magazine - September 2016