The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University


  • Barbara Khavugwi Makhaya Maseno University
  • Betty O. Ogange



lecturer adoption, eLearning, Institutional support, perceived usefulness, perceived Ease of Use


Conventional Higher Education Institutions in Kenya are in the process of implementing eLearning projects. These initiatives are, however, fraught with challenges. At the Maseno University eCampus, an evaluation of statistics on the institutional LMS after two years of implementation revealed that many lecturers had minimal or no log-in statistics, an indication that there was a gap in the adoption of eLearning. This study investigated factors explaining lecturer adoption of eLearning. A sample of 55 lecturers was selected and a questionnaire administered on their personal and institutional support factors for eLearning adoption. The findings revealed that the lecturers had a positive perception of the usefulness of eLearning and high self-efficacy in the adoption of eLearning. The gap in eLearning adoption was perceived by respondents to be a result of inadequate institutional support. The results suggest that lecturers are likely to be better adopters of eLearning not only when knowledge management processes and policies related to eLearning are developed but also where the institution works towards building and supporting a community of eLearning adopters.

Author Biography

Barbara Khavugwi Makhaya, Maseno University

Department: eCampus of Maseno University

Rank: E-Learning Systems Support Specialist


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How to Cite

Makhaya, B. K., & Ogange, B. O. (2019). The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University. Journal of Learning for Development, 6(1).



Case Studies
Received 2019-01-24
Accepted 2019-01-25
Published 2019-03-20