Factors Affecting Intention to Use E-learning by People With Hearing Impairment: a Case of Karen Technical Training Institute for the Deaf

Abstract

E-learning has become an increasingly important learning and teaching mode and is heavily utilised in open and distance learning programs as well as in conventional learning institutions. The traditional application of e-learning does not address learner variety. People with disabilities have learning difficulties that hinder their ability to benefit from the general education system without support or accommodation to their needs. Institutions of higher learning need to expand efforts at ensuring equality in the e-learning experience, by adopting platforms that enable accessibility of the virtual campuses as more students with disabilities enrol in college. The Web Content Accessibility Guidelines 2.1 (WCAG) aims to make digital learning more accessible to people with disabilities, including auditory disabilities. Learning Management Systems including Moodle, Canvas, Brightspace and Blackboard Learn are compliant with WCAG 2.1 accessibility requirements at compliance levels AA or AAA. This study was carried out to find out the factors that affect intention to use e-learning for people with hearing impairment in Kenya. The research is descriptive study and was carried out at the Karen Technical Training Institute for the deaf. Data was collected from students and instructors through questionnaires. After data analysis, the study presents the findings and recommendations. The study concludes that while LMS systems for people with hearing impairment are available and users perceive them to be useful, their perceived ease of use is not apparent to the users and there is lack of facilitating conditions to influence the intention to use. There is little social influence while users are also not likely to adopt these systems voluntarily. The study recommends that institutions for learners and instructors with hearing impairment enhance their institutional structures in terms of e-learning policies, ICT infrastructure, ICT skills development and sensitise users on ease of use of e-learning systems.