Evaluating the Impact of Online Learning Systems on Institutional Performance in Kenya’s Public Universities
Main Article Content
Abstract
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.
Article Details
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