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September 10, 2025

Influence of Individual Factors on Effective Adoption of E-Learning in Kenyan Technical Training Institutions: Case of The Kisii National Polytechnic, Kenya

Key Points

Adoption of e-learning was negatively correlated with computer phobia and age of users, indicating barriers to effective technology use.
Approximately 74.60% attendance in LMS training suggests strong departmental participation in e-learning initiatives at KNP.
Inadequate training and insufficient incentives were major barriers impacting the adoption of the Learning Management System.
Computer literacy was positively connected with users' engagement and frequency of usage within the LMS at KNP.

Abstract

In developed countries, e-learning has transformed traditional education into a more adaptable and effective learning environment. But in technical colleges, e-learning is still underutilized and in its early phases of development. Therefore, in developing nations like Kenya, comprehending the crucial elements influencing technology adoption and acceptance is of utmost importance. The purpose of this study was to look into the various individual factors that have contributed to the limited success of e-learning in Kenyan technical training institutes. Kisii National Polytechnic (KNP) was used as a case study. A stratified sampling strategy was used to get data from a sample size of 63. An online questionnaire was used as the data gathering tool. Descriptive statistics was used in data analysis. The research was carried out in July and August of 2021. There were 63 respondents who had registered on the KNP Learning Management System (LMS). Female respondents made up 23.81% of the overall number of respondents on LMS. The attendance rate for LMS training was 74.60%, indicating that the majority of KNP departments had participated. When it came to restricting reasons for using the LMS, internet connectivity (43%) was ranked very low, access to computers as ranked very low (47%), inadequate training was ranked very high (32.0%), and insufficient incentives (38.0%) were ranked high by respondents. Individual factors such as computer literacy were strongly connected to the length of time spent using the LMS, the frequency with which it was used, and the adoption of the LMS. LMS adoption was found to be strongly adversely linked with computer phobia and age. As a result of the findings, adequate computer literacy training, integration of e-learning into TVET strategic plan, improvement of institution ICT infrastructure and the provision of incentives should be addressed to promote adoption.

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