THESIS TITLE: A Framework for Adopting Learning Analytics in Virtual Learning Environment to Support Technology-Enabled Learning in Universities in Kenya: A Case of Kibabii University

STUDENTS’ NAME: Mukubali Wekesa Macdonald

SUPERVISORS

• Anselemo Peters Ikoha
• Alice Nambiro Wechuli

ABSTRACT

The purpose of this study was to investigate factors that influence adoption of Learning Analytics in Virtual Learning Environment to Support Technology-enabled Learning and develop a Learning Analytics adoption framework for universities in Kenya. Growth in the internet coverage and advancements in distance learning by innovative use of technology has enabled educational institutions to incorporated these technologies to enhance teaching and learning in Virtual Learning Environments (VLE). Peer institutions, administrative teams, current and potential students have strongly recommended Technology-Enabled Learning (TEL), and many institutions are moving toward the adoption of virtual learning technologies or the adoption of innovative virtual environments within their classroom settings. Learning Analytics(LA) is concerned with gaining a better knowledge of the learning and teaching process as well as interpreting student data in order to improve student success and learning outcomes. This study was guided with four objectives: to assess usability of VLE in universities; to establish indicators associated with monitoring TEL; to evaluate level of readiness for adoption of LA and lastly to develop LA adoption framework to support TEL in universities in Kenya. Case study research design was used and Kibabii University was selected. Both simple random and purposive sampling techniques was used. The sample size of 379 respondents was used to collect data and purposive sampling was used to collect data from the teaching staff by use of an interview schedule. Data collection tools validated and reliability test done. Findings from the data collected show that most of the respondents agreed that Virtual Learning environment is useful, it easy to use and it gives appropriate feedback with a response means ranging from 3.80 to 4.09. Most respondents disagreed on the indicators associated with monitoring Technology-enabled Learning, because the response means varied from 1.85 and 2.74. this includes lack to tress Learning Progress, Learning predictions and provision of assessment report constructs where the response means varied from 1.85 to 2.44. Most of the respondents agreed that there is readiness, user satisfaction, management support, availability of funds an integretability of ICT systems to facilitate on adoption of Learning Analytics. This is because the mean of the response rates ranged between 3.65 and 4.08.  The weights of Indicators associated with monitoring technology-enabled learning, usability of Virtual Learning Environments and readiness of adoption of Learning Analytics were used for the development to the LAAF was gotten by getting the ratio of their total loadings and the sum of the total loadings of the three constructs which were 0.295, 0.310 and 0.395 respectively. When these values were added, they gave the value which did not exceed one (1.00), implying that they were within the agreeable range of between 0 and 1 that is Indicators associated with monitoring technology-enabled learning (.295) + Usability of Virtual Learning Environment (.310) + Readiness of adoption of Learning Analytics (.395) = 1.000. The LAAF framework developed in the study can be employed to guide the universities to deploy the Learning Analytics tool based on Technology-enabled Learning and Virtual Learning Environment.