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dc.contributor.authorOkinda, Robert A
dc.coverage.spatialAfricaen_US
dc.date.accessioned2015-09-28T23:37:28Z
dc.date.available2015-09-28T23:37:28Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/11599/1699
dc.description.abstractThe purpose of this survey was to assess the level of e-learning readiness at the Kenya Technical Teachers College (KTTC). This was part of an institution-wide strategy to guide the adoption and implementation of e-learning at KTTC. The main objectives of the survey were, to: assess the level of e-learning readiness by establishing a baseline aggregative index; and, recommend activities to improve the readiness that facilitate effective deployment of e-learning technologies in teaching, learning and research. Various models used for measuring e-readiness within the ADDIE model of instructional design were reviewed. Engholms’ model for assessing e-learning readiness provided the conceptual foundation for the survey and informed its objectives and methodology. A survey was used to capture the respondents’ perception of the level of e-learning readiness along five dimensions adapted from Engholm using a five-point Likert scale. Samples were collected based on quantitative and qualitative methods using self-administered questionnaires and interviews.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 1, no. 3
dc.source.urihttp://jl4d.org/index.php/ejl4d/article/view/32
dc.subjecteLearningen_US
dc.subjectFlexible Learningen_US
dc.titleAssessing E-Learning Readiness at the Kenya Technical Teachers Collegeen_US
dc.typeJournal Articleen_US
dc.coverage.placeNameKenyaen_US


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