IEEE Technology and Society Magazine - September 2016 - 34

design of learning materials and use of video compression in particular, to facilitate mobile usage in resource
constrained environments [1].
It is clear from the findings that there is significantly
more research required on how to support learner-centered pedagogical approaches and to determine relevant motivational models for both learners and teachers
in resource constrained environments [1]. It is worth
noting from a research perspective that there is low
take-up of collaboration tools to date.
In the context of supporting pedagogical changes,
there is also a need to look at changes required in how
assessments are undertaken. It does not make sense to
transform the delivery of teaching and learning to student
centered learning and still undertake assessment in a
manner more aligned with teacher centered learning. This
requires further research on models and good practices
to gradually transform assessment methodologies in line
with a more facilitated teaching and learning paradigm [1].

Conclusions
This research study set out to identify influences on
wider adoption and take-up of TEL techniques by lecturers in universities in Nairobi, Kenya. Data was collected
using semi-structured interviews from ten institutions in
Nairobi (four public and five private universities and
KENET). The research questions were answered by analyzing results from the perspective of benefits and challenges for the institution and the instructor. Even though
there are differences in terms of overall infrastructure and
investment in technology for teaching and learning to
date, there was a general consensus that infrastructure,
training/skills, and change management influence adoption and effective utilization of TEL. Instructor and institutional benefits included: facilitating learning by increasing
student engagement, tracking student progress, meeting
student demand and supporting learning beyond the
classroom; and increased efficiency. Instructor and institutional challenges included: infrastructure challenges
related to networking and connectivity; change management related to leadership; and lack of alignment
between reward systems and content development.
There was a general consensus that while it is necessary
to have institutional policies as a framework to support
technology-based teaching and learning, having clear
implementation and change management plans to fully
realize the benefits of TEL is more important.
The research findings have important research, practical, societal, and policy making implications for educational delivery. Online learning has an important
societal dimension, playing an important role in improving the quality of the learning experience and learning
outcomes, and facilitating wider availability of quality
education [4]. Each of these characteristics is an

important element in the value proposition of TEL. It is
not foreseen that there are any ethical implications
associated with the wider adoption of TEL.
Given that there is currently limited uptake of mLearning (despite most students having access to mobile
phones and mobile broadband), future research will
investigate methods to increase effective design of
learning objects optimized for mLearning delivery in
resource constrained environments, and existing barriers to wider adoption of mLearning [1].

Recommendations
Based on the results of this study, the following recommendations are outlined for consideration at institutional level [1]:
■ Infrastructure - It is recommended that campus networks (leveraging WiFi) be optimized to provide a
conducive environment for blended and online learning. In some cases additional bandwidth may also be
required to support the numbers of learners accessing the LMS. It is also recommended that BYOD is
actively encouraged to reduce constraints on available HEI physical infrastructure such as computer
labs. Data security and network security should also
be considered.
■ Skills development - It is recommended that existing
LMS technical training be expanded to include instructional design support, structured training on developing content objects, and to facilitate online teaching
and learning. Bearing in mind the paradigm shift from
a teacher-centered approach to a student-centered
environment, it is necessary to rethink the types of
pedagogical and technical support skills required by
lecturers. In this context, it is recommended to undertake a needs assessment and skills gap analysis with
both faculty members and technical support teams to
inform the development of an appropriate implementation plan based on skills gap analysis.
■ Institutional policy - It is recommended that institutional policies for teaching and learning with technology outline the types of TEL that the university
wishes to promote. In line with this overall vision, it
is recommended that the minimum set of content
objects types required for each type of e-learning
selected (including a blended learning course) be
clearly articulated. This would facilitate development
of an implementation plan that includes preparation
of specific guidelines and templates as part of
instruction design support. This will assist faculty
members to prepare student-centered content for
online delivery. As part of these curriculum development guidelines, quality standards and check lists
should be established, enforced, and regularly
reviewed to ensure they remain fit for purpose. In

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