| dc.description.abstract | The extant literature on pedagogical development using ICT technologies is dominated
by conceptual analysis, descriptive studies of current practice, critiques of current
practice, and prescriptions for better ways to approach practice. The aim of this
paper is to create and validate a framework for an interpretive evaluation of the feasibility
and extant of application of ICT technologies as tools for teaching in Kenyan universities. A
detailed overhaul of two techniques for learning technology evaluation and three evaluation
frameworks are discussed, a proposed holistic framework used as an evaluation tool for the
use of computer learning technologies in Kenyan universities. The evaluation framework was
confirmed by conducting a confirmatory factor analysis using LISREL statistical package so
as to ascertain the model fitness vis a vis the data collected. The research design was mainly
quantitative involving the use of questionnaires and a few qualitative aspects from interviews
which were filled by different university education stake holders regarding the use of
computer learning technologies as a learning technology and their response analyzed both
quantitatively using SPSS statistical package and qualitatively for a comprehensive study of
the subject matter. Multimedia university of Kenya students, instructors, administrative staff
and technical laboratory staff were sampled and stratified randomly and used as a case in the
scope of this study. To test the hypothesis, correlation coefficients were found, hypothesis
tested and coefficient of determination calculated for explanation purposes. Results of this
study shows that the use of computer learning technologies improves the learning experience,
and has a positive output. However, the process of integration of such technologies is not
fully exploited as shown within the Context factor. The study recommends further research
on various specific learning technologies such as computer simulations and computer games.
Also, the development of effective policies which will offer stakeholders, university
administrators and lecturers a platform for effective integration of learning technologies
within the curriculum.
Keywords
Computer learning technologies, Pedagogy, ICT technologies, learning technology, LISREL,
SEM | en_US |
