Browsing by Author "Agnes M. Gachau"

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EFFECTS OF LECTURERS’ ICT SKILLS FOR ONLINE LEARNING TRANSFORMATION IN PUBLIC UNIVERSITIES
(African Journal of Emerging Issues (AJOEI)., 2025-12) Agnes M. Gachau
Purpose of Study: This study examined the effect of lecturers’ ICT skills on online learning transformation in public universities in Kenya. The objectives were to assess lecturers’ ICT skills and determine how these competencies influence online learning delivery. Problem Statement: Although institutions have invested in digital infrastructure, limited lecturer competence in developing and administering e-content still poses a challenge, thereby slowing full e-learning integration. Methodology: The study focused on seven purposively selected public universities and targeted lecturers, ICT staff, registrars and students. A total population of 537 respondents (153 staff and 384 students) participated, selected using stratified and simple random sampling procedures. Grounded on the Technology Acceptance Model and Diffusion of Innovation Theory, the study applied a descriptive quantitative research design. Data were collected using structured questionnaires and interviews, validated through expert review and pilot testing. Reliability was confirmed with Cronbach’s alpha values ranging from 0.762 to 0.778. Data were analyzed using SPSS through descriptive and inferential statistics. Result: Findings revealed that 68.6% of respondents were male, while 56.3% of ICT staff were aged 31–40 years. Students agreed that lecturers could deliver e-content (M=1.890) and use LMS platforms (M=2.000), while ICT staff were uncertain about lecturers’ capacity to develop online materials (M=2.743). Conclusion and Recommendation: The study concludes that online learning transformation depends heavily on ICT skills, and recommends continuous ICT training, enhanced digital support systems and structured e-learning policies. Keywords: Capacity building, E-learning, ICT skills, Online learning, Public universities, Technology adoption.
Evaluating ICT Staff Technical Readiness for Online Learning Transformation in Public Universities in Kenya
(INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-12-22) Agnes M. Gachau
This study evaluated ICT staff technical readiness for online learning transformation in public universities in Kenya. Despite increased adoption of digital learning, many institutions continue to experience challenges related to inadequate technical skills among ICT personnel, limiting the effective implementation and sustainability of online learning systems. The study aimed to determine the technical competencies possessed by ICT staff and examine how these skills influence online learning delivery. It focused on selected public universities and specifically assessed competencies in LMS management, software installation, digital applications, and system maintenance. The study was anchored on the Unified Theory of Acceptance and Use of Technology (UTAUT2) as the primary theoretical lens and supported by the Technology–Organization– Environment (TOE) framework. A descriptive quantitative research design was employed. The target population comprised students, registrars, and ICT staff, from which 537 respondents were sampled using stratified and simple random sampling. Data were collected using structured questionnaires and analyzed using SPSS through descriptive and inferential statistics. Findings revealed that ICT staff possess essential technical skills but demonstrated uncertainty in advanced competencies such as LMS development. The study concludes that ICT staff readiness significantly affects online learning transformation. It recommends enhanced training programs, investment in ICT infrastructure, and strengthened institutional support systems to improve digital learning outcomes in Kenyan public universities Keywords: ICT readiness, online learning, LMS management, technical skills, digital transformation.
Evaluating the Impact of Online Learning Systems on Institutional Performance in Kenya’s Public Universities
(International Journal of Professional Practice, 2025) Agnes M. Gachau
The study examined how online learning affects the performance of public universities in Kenya, focusing on how Learning Management Systems (LMS), institutional readiness, and implementation efficiency influence academic and institutional outcomes. Although online learning has been globally recognized for expanding access and flexibility, evidence from developing countries, including Kenya, shows inconsistent adoption and limited effectiveness due to infrastructural and pedagogical challenges. The study addressed this gap by analyzing the relationship between online learning systems and university performance. Specifically, it sought to: (i) examine the effect of online learning systems on academic performance, and (ii) assess institutional readiness and efficiency in implementing online learning. The study covered seven purposively selected public universities, involving 537 respondents (384 students and 153 staff). Using a descriptive quantitative research design, guided by pragmatism and deductive reasoning, data were collected through structured questionnaires and interviews, supported by secondary documents. Stratified and simple random sampling ensured representativeness. Reliability testing using Cronbach’s alpha yielded values between 0.762 and 0.778, confirming strong internal consistency, while expert review and factor analysis validated the instruments. Data were analyzed using SPSS, employing descriptive and inferential techniques, including correlation, ANOVA, and logistic regression. The research was anchored in the Technology Acceptance Model (TAM) and the Diffusion of Innovations (DOI) theories, which explain user adoption behavior and the institutional diffusion of educational technologies. Findings revealed that LMS improved openness, communication, and institutional visibility, though efficiency and resource sharing remained inconsistent. The study concludes that online learning has positively influenced university performance but recommends greater investment in ICT infrastructure, staff training, and innovation-driven learning environments
LINKING HUMAN CAPACITY, DIGITAL SYSTEMS, AND INSTITUTIONAL CONTEXTS FOR ONLINE LEARNING TRANSFORMATION IN PUBLIC UNIVERSITIES
(International Journal of Development Research, 2026-01-30) Agnes M. Gachau
This book chapter provides a comprehensive conceptual synthesis of online learning transformation in public universities, framed through the integrated lenses of human capacity, digital systems, and institutional contexts. Rather than treating digital transformation as a purely technological shift, the chapter advances the argument that sustainable online learning is a systemic and multi-dimensional process shaped by the interaction of people, technologies, organisational structures, and policy environments. Drawing exclusively on established scholarly literature and theoretical perspectives, the chapter offers a coherent analytical narrative that situates public universitiesparticularly those in developing contextswithin global higher education digital transformation trends.The chapter begins by positioning online learning transformation as a response to global pressures such as technological advancement, changing learner expectations, and disruptions like the COVID-19 pandemic. It then introduces a Human Capacity–Digital Systems–Institutional Context framework to organise the discussion. Through this framework, the chapter examines the roles of students, lecturers, and ICT staff as central agents of transformation; the importance of ICT infrastructure, Learning Management Systems, and system integration; and the influence of leadership, policy frameworks, and organisational culture in shaping digital change.Theoretical perspectivesincluding the Technology Acceptance Model, UTAUT2, Diffusion of Innovation, the TOE framework, and the Technology Readiness and Acceptance Modelare applied analytically to explain patterns of adoption, resistance, and sustainability. An integrative discussion highlights why fragmented, technology-only approaches often fail and underscores the need for coordinated readiness across human, technological, and institutional dimensions. The chapter concludes by outlining policy, institutional, pedagogical, and research implications, offering guidance for building resilient, inclusive, and sustainable online learning ecosystems in public universities