East African Journal of Social Sciences and Humanities https://haramayajournals.org/index.php/ejsh <p>East African Journal of Social Sciences and Humanities (EAJSSH) is the official journal of the College of Social Sciences and Humanities at Haramaya University. Its purpose is to serve as a forum for intellectual exchange on a wide range of the social, historical, environmental, and political issues that affect humans in multiple ways and are in turn affected by dynamics and processes of humans’ interventions. Contributions are thus welcome from the diverse and interrelating fields of social sciences and humanities such as Sociology, Social Work, Social Anthropology, History, Political Sciences, Human Geography, Gender and Development Studies, Social Psychology, Peace and Development/Conflict Studies, Linguistics, Literature and Folklore, Cultural Studies, Law, Media and Communication Studies, Tourism and Development, Urban Planning (its social aspects), and Education. </p> en-US eajssheditorialoffice@gmail.com (Birhanu Midekso) Tue, 06 Jun 2017 00:00:00 +0000 OJS 3.1.1.0 http://blogs.law.harvard.edu/tech/rss 60 Organizational Factors Affecting E-learning Adoption by Lecturers in Kenya: A Case Study of Moi University https://haramayajournals.org/index.php/ejsh/article/view/460 <p>In this paper organizational factors affecting the adoption of e-learning by lecturers in Moi University were discussed and possible ways of enhancing its adoption recommended. E-learning has changed the way teaching and learning is taking place in university campuses. However, despite this change, the uptake of e-learning in developing countries especially in Africa is slow compared to their Western counterparts. The literature review also revealed that most developing countries including Kenya are still experiencing challenges in their attempts to implement e-learning as an alternative approach to teaching and learning. Descriptive research method based on a case study approach was applied. The target population of this study was 300 and sample size of 171 was used. Both inferential and descriptive statistical methods were employed in analyzing data. Findings proved that organizational factors namely professional development, access to ICT infrastructure and resources, technical support, Institutional culture, and Leadership support affect e-learning adoption by lecturers in Moi University. However, technical support and institutional culture significantly affect the adoption of e-learning by lecturers in Moi University. The main conclusion drawn from this research was that organizational factors affect e-learning adoption by lecturers in Moi University and therefore these factors should be considered in order to enhance the level of e-learning adoption by lecturers. The study recommends that Moi University management expands ICT and e-learning infrastructure, provide Lecturers with comprehensive training on e-learning skills, establish technical support staff at each department, and identify a way of motivating the lecturers to use e-learning.</p> <p>Keywords: E-learning; E-learning adoption; E-learning organizational factors</p> Margaret Adisa Galia, Francis Nyarombe Nyachwaya, Josphat Igadwa Mwasiagi ##submission.copyrightStatement## http://www.haramayajournals.org/index.php/ejsh https://haramayajournals.org/index.php/ejsh/article/view/460 Tue, 06 Jun 2017 00:00:00 +0000 Roles of Higher Diploma Programme in Enhancing Internal Quality of Higher Education: The Case of Ambo University, Ethiopia https://haramayajournals.org/index.php/ejsh/article/view/487 <p>Quality of education really matters, because it has direct effect on generating productive citizens. The purpose of the study was to assess roles of HDP in professionalization of higher education instructors. It also aimed at enhancing internal quality of higher education. Semi-structured interview and non-participant classroom teaching observations were used to gather data from participants. The qualitative research method through comparative case study design was used to analyze data. The results of the current study show that HDP plays significant roles in professionalization of instructors and in enhancing internal quality of higher education. Instructors who have been certified in HDP implemented contemporary learner-centered pedagogy through constructivist approach whereas instructors who have not been certified in HDP implemented conventional teacher-centered pedagogy through behavioral approach to deliver their course contents. The study implies that HDP training should be compulsory for every instructor in higher education regardless of academic rank and experience. Furthermore, Ambo University should give due emphasis to the implementation of pedagogical skills obtained from HDP by conducting a follow-up assessment.</p> <p>Keywords: HDP; Higher education; Internal quality; Professionalization</p> Mengistu Debele Gerbi ##submission.copyrightStatement## http://www.haramayajournals.org/index.php/ejsh https://haramayajournals.org/index.php/ejsh/article/view/487 Tue, 06 Jun 2017 00:00:00 +0000