Readiness for adoption of Learning Analytics to Support Technology-Enabled Learning in Universities in Kenya

Many institutions are moving toward the
adoption of virtual learning technologies. Learning
analytics adoption is one of the rapidly growing
technologies to report data left as digital footprints by
students in E-learning environments so that the quality
and value of their learning experience can be improved.
The aim of this study was to evaluate readiness level for

adoption of Learning Analytics to support Technology-
enabled learning in universities in Kenya. The case study

research design was used. Simple random sampling and
purposive sampling techniques was used. The sample
size for this study was 379 students while teaching staff
were selected purposively This study used questionnaire
as data collection tool from students and an interview
schedule to collect opinion from teaching staff. The
validity of the tool was tested using IT experts while the
reliability was realized through use of Cronbach’s alpha
internal consistency coefficient. Findings from the data
collected indicate that most respondents agreed that
there is readiness on adapting Learning Analytics. This
shows that Learning Analytics is usable, there’s
management support, availability of finances to support
Learning Analytics adoption, and adequate system
integration to give room for the adoption of learning
analytics tools with the existing systems. Universities will
benefit from enhanced market analysis, improved
adapted learning environment, analyzed career
consulting based on student data, minimize students’
drop-out from classes and supported decision making.