E-LEARNING NEEDS ASSESSMENT AT THE UNIVERSITY OF EASTERN AFRICA, BARATON

Abstract

In the modern days of globalization and digitization, many institutions of higher learning have embraced a

blended learning, an integration of e-learning and traditional (face-to face) instruction as a means of meeting

the escalating demands by learners to utilize technology in classroom instruction. Although the University of

Eastern Africa, Baraton is one of the early private universities to be recognize by the government of Kenya,

and make use of the modern technology, there seems to be a general tendency of reluctance, and to some extent

resistance in the part of lecturers to embrace the concept of e-learning or blended learning. Many of the lectur

ers are not excited to use the modern technology in the classroom instruction. However, the 21st century learn

ers in their class are digital natives, who are restless unless classroom instructions are supported by technology.

In addition the current trend demands that if not proficient, at least lecturers should be willing to learn and use

technology in their classroom instruction. Therefore, this paper is to address this gap by gathering basic infor

mation on the technology use and assess the university’s readiness to use a blended learning. Data was gathered

using a self-administered survey questionnaire from regular and contract faculty, chairpersons of departments

and school deans of the University of Eastern Africa, Baraton to investigate their e-learning readiness and carry

out a diagnostic e-learning readiness assessment of faculty in order to determine the levels of e-learning readi

ness. Sixty five (65) questionnaires consisting of 10 categories of questions were distributed, out of which 44

were returned (68% response rate). The analysis of data and interpretation of the findings are based on the 44

questionnaires returned

Results revealed that majority of the respondents have not integrated e-learning nor currently using e-learning

but expect to use e-learning for teaching and learning in the future.

Thus, e-learning readiness of UEAB faculty is yet at the lowest level of Tomei’s Taxonomy for the technology.

Most faculty possess minimum degree of skills and competency with respect to ICT