Assessing the e-readiness for video-teleconferencing adoption and its perceived impacts on higher education in Kenya
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Date
2013-04-23Author
Marika, Nancy Mogikoyo
Type
ArticleLanguage
enMetadata
Show full item recordAbstract
This paper presents an investigation of the readiness of academic staff and students towards the use of
videoconferencing (VTC) in teaching and learning. The aim is to shed some light on why Electronic learning
initiatives have not succeeded in academic institutions in Kenya. E-readiness was measured by evaluating
human readiness and institution readiness. Human readiness was gauged by evaluating the skills, attitudes and
perception of the people to be involved in VTC whereas Institution readiness was measured by evaluating the
infrastructure, technology, course content, availability of human resources and availability of finances to
implement VTC. It was discovered that the factors that staff and students would consider before they accept
VTC as investigated in this study are performance, quality of education, efficiency, financial savings, control of
students, security of academic material and top management support. The main contribution of this paper lies
in highlighting the fact that the implementation of videoconferencing in education will be shaped by how its
impacts are perceived by both the learners and lecturers.
Citation
Prime Journal of Social Science (PJSS) Vol. 2(5), pp. 320-328Sponsorhip
University of Nairobi, Prime Journal of Social Science (PJSS)Publisher
Department of Management Science, School of Business, University of Nairobi
Subject
Higher educationVideo-teleconferencing (VTC)
E-readiness
Infrastructure readiness
Technology readiness
Content readiness
Financial readiness
Skill readiness
Metal readiness
Institution readiness
Human readiness
Perception
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