Bridging the Expectation Gap: An Analysis of Learner Perceptions, Institutional Provision, and the Pragmatic Realities of Technology-Enabled Learning in Kenyan Universities
DOI:
https://doi.org/10.47941/jodl.3410Keywords:
Technology-Enabled Learning (TEL), Digital Divide, ICT Proficiency, Learner Perceptions, Higher Education, Social Media, MOOCsAbstract
Purpose: This study aimed to analyze the complex interplay between university students' perceptions of Technology-Enabled Learning (TEL), their evaluation of institutional TEL resources, and their pragmatic experiences with digital tools, to identify key gaps and opportunities for effective integration.
Methodology: A quantitative, cross-sectional survey design was employed. Data were collected from 498 students across five Kenyan universities using a structured questionnaire. Descriptive statistical analysis was used to assess perceptions of institutional TEL resources, experiences with MOOCs, perceived usefulness of TEL, and general attitudes towards technology in education.
Findings: Students demonstrated overwhelmingly positive perceptions of TEL’s value for academic and career success (Means >4.0). However, their evaluation of institutional TEL provision was lukewarm (Means ~3.0-3.6), highlighting a service quality gap. They valued technologies that provide access and convenience (e.g., lecture capture, mobile services) over complex content creation tools. Students were pragmatic advocates, strongly desiring more TEL integration while expressing concerns about distractions, privacy, and cybersecurity.
Unique Contribution to Theory, Policy and Practice: The study highlights a critical "perception-provision gap," extending the Technology Acceptance Model by showing that high perceived usefulness can coexist with low perceived quality of institutional support. It provides policymakers with evidence to shift from providing basic TEL infrastructure to enhancing its quality, reliability, and pedagogical integration. For practitioners, it underscores the need for a student-centred, mobile-first approach that prioritizes accessible resources and addresses student concerns to translate positive attitudes into effective learning outcomes.
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Copyright (c) 2025 Florence Wanja Kamonjo PhD, Dr. David Ngatia
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