EFFECTS OF LECTURERS’ ICT SKILLS FOR ONLINE LEARNING TRANSFORMATION IN PUBLIC UNIVERSITIES
Abstract
Purpose of Study: This study examined the effect of lecturers’ ICT skills on online learning transformation in public universities in Kenya. The objectives were to assess lecturers’ ICT skills and determine how these competencies influence online learning delivery.
Problem Statement: Although institutions have invested in digital infrastructure, limited lecturer competence in developing and administering e-content still poses a challenge, thereby slowing full e-learning integration.
Methodology: The study focused on seven purposively selected public universities and targeted lecturers, ICT staff, registrars and students. A total population of 537 respondents (153 staff and 384 students) participated, selected using stratified and simple random sampling procedures. Grounded on the Technology Acceptance Model and Diffusion of Innovation Theory, the study applied a descriptive quantitative research design. Data were collected using structured questionnaires and interviews, validated through expert review and pilot testing. Reliability was confirmed with Cronbach’s alpha values ranging from 0.762 to 0.778. Data were analyzed using SPSS through descriptive and inferential statistics.
Result: Findings revealed that 68.6% of respondents were male, while 56.3% of ICT staff were aged 31–40 years. Students agreed that lecturers could deliver e-content (M=1.890) and use LMS platforms (M=2.000), while ICT staff were uncertain about lecturers’ capacity to develop online materials (M=2.743).
Conclusion and Recommendation: The study concludes that online learning transformation depends heavily on ICT skills, and recommends continuous ICT training, enhanced digital support systems and structured e-learning policies.
Keywords: Capacity building, E-learning, ICT skills, Online learning, Public universities, Technology adoption.
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