A THEORETICAL MODEL FOR PREDICTING UNDERGRADUATE STUDENTS’ ADOPTION OF E-LEARNING IN KENYA’S PUBLIC UNIVERSITIES

Abstract

The purpose of this study was to propose a theoretical model for predicting undergraduate students’ adoption of E-learning in Kenya’s public universities based on other models and theories of e-learning. A systematic literature review was employed to help determine the factors that influence adoption of e-learning. The overall result of this study is a schematic model with findings showing how performance expectancy (PE), effort expectancy (EE), social influence (SI) and facilitating conditions (FC) invariably predict behavioral intention (BI) and actual use (AU) of e-learning in Kenya’s public universities. The study further investigated the moderating effect of age (AGE), gender (GND), academic programme (ACP) and internet experience (IXP) on e-learning adoption. These findings are useful to policy makers in Kenya’s public universities in selecting the most effective approaches in introducing and sustaining e-learning in their institutions especially during the COVID-19 pandemic where blended learning is somewhat mandatory in all HEI’s. The model provides a simplified view that would help the uptake of e-learning in Kenya's HEI's.