Factors impacting on adoption of Technology-enhanced Learning techniques by universities in Nairobi, Kenya

While infrastructure has improved and students state a preference for blended learning, there were few eLearning courses provided by Kenyan Higher Education Institutions in the 2012/2013 academic year. It is unclear what factors impact on the adoption of Technology-enhanced Learning (TEL) techniques in Nairobi Universities. Using semi-structured interviews and purposive and snowball sampling with ten institutions in Nairobi (4 public and 5 private Universities and the NREN) from 18 December 2014 to 12 January 2015, we explored the level of TEL usage, perceived benefits and challenges of using TEL from both an institutional and instructor perspective and the primary reasons why TEL is not being leveraged. Informants agreed that wider adoption of TEL is the way forward but this requires addressing current challenges and factors currently limiting uptake. These include: infrastructure challenges, need for training to up-skill faculty members; institutional policies; insufficient leadership and need to develop a strategic plan for eContent development. The findings highlight a number of practical issues that can be undertaken to mitigate the factors identified.