Evaluating the Current State of E-Learning at KeMU TVET Institute and Developing a Framework for Scalable, Inclusive Adoption
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Abstract
E-learning has revolutionized education worldwide, yet its adoption in Kenya’s Technical and Vocational Education and Training (TVET) sector is hindered by infrastructure deficits, insufficient training, and policy gaps. This study evaluated e-learning adoption at the Kenya Methodist University (KeMU) TVET Institute across its Nairobi, Mombasa, and Meru Town Centre campuses. It developed a framework for scalable, inclusive implementation. Using a mixed-methods descriptive survey design, the research targeted 1000 stakeholders, including trainers, trainees, and administrators. A stratified random sample of 279 participants yielded a 95.7% response rate (n=267). Data were collected using questionnaires with both closed- and open-ended questions, and analyzed using SPSS Version 27 for quantitative data and NVivo 12 for thematic coding of qualitative responses. Findings indicated moderate e-learning adoption (42.1% integration rate), with significant disparities: Nairobi led with 64.3% LMS usage, followed by Mombasa (41.6%) and Meru (38.8%). Major barriers included infrastructure limitations (70.8%) and inadequate training (62.5%), while strong institutional commitment (78.3%) offered opportunities for progress. The proposed framework emphasizes infrastructure upgrades, comprehensive capacity building, and robust policy development to overcome barriers and ensure equity. Recommendations include enhancing connectivity in peripheral campuses, implementing tailored training programs, and establishing clear e-learning policies to support sustainable adoption, aligning with Kenya’s Vision 2030 and digital education objectives.
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