The Moderating Role of Change Approaches on the Relationship between E-Learning Strategy and Learner Goal Achievements in the Universities in Kenya

Abstract

Emphasis on using e-learning strategies has greatly increased as the universities continue to operate in a very dynamic and competitive world. Great market forces emanating from the dynamic technological advancement, progressively more varied learner groups with varying requirements, anticipations and intensified demands that are aimed at innovative plus diverse facilities and programs ought to be dealt with by higher education institutions. Despite the many initiatives to support online learning, many of the strategies are inadequately accomplished for successful learner goals achievement. Mixed methods research design was employed. There are a total of 74 universities licensed to operate in Kenyan universities out of which 16 universities are offering e-learning programs. The target population was the e-learners who comprised of 26,761 participants and 2,847 electurers. The sample consisted of 351 e-lecturers and 394 e-learners because they both interact more with the e-learning system that uses currently implemented e-strategies. Slovin’s formula was used to determine the sample as it allows researchers to obtain a sample from the population with anticipated accurateness. Stratified random sampling, a method suitable once sub-populations contained in the total population differ was used for identifying the sample size in the 16 universities individually. Primary data was collected using questionnaires with a Likert scale type of questions. Respondents’ mobile numbers and email addresses was given by the university’s Registrar Academic Affairs (RAA), distributed to them through e-mails and received back through the same medium due to COVID-19 pandemic situation. The questionnaire was pre-tested to 32 respondents comprising 10 e-lecturers and 22 e-learners from 1 university within Nairobi County. Descriptive and inferential statistics was used. Relationship between learner goals achievement with each variable was regressed using binary logistic regression analysis and was accompanied by relevant explanations. Results revealed that e-learning technology strategy, e-learning content strategy, e-learning administration support and elearning communication have a statistically significant relationship with learner goals achievement at 5% significant level. Furthermore, change approach is a key factor as it played a moderating role in the learner goals achievement. An empirical model linking elearning strategies, learner goals achievement and change approach as the moderator was developed to help e-learning managers with insight on successful identification and implementation of e-learning strategies to achieve learner goals. Further study can be carried out to include e-learning management as respondents to find out whether findings will be different. Additionally, using the same variables to find out whether there will be any change in the findings, a similar study can be done at other educational levels