Browsing by Author "Anselemo, Peters Ikoha"

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Evaluating Heutagogical ICT User Personality Characteristics for Girls Learning in Universities
(2022-04-28) Wechuli, Alice Nambiro; Anselemo, Peters Ikoha
Digital technologies pervasiveness is changing the way people access information and understand it to gain knowledge and interact with what is around them and their relationship with other people. The adoption of Technology- Enabled Learning in institutions of higher learning seemed to provide a gender neutral learning since boys and girls can access the learning from anywhere and anytime. However, the access and use of the technology proves to be different. It is perceived that boys are more open-minded in the use of technology than girls. This suggests the decrease of girls in the use ICTs. Institutions of higher learning adopted blended or fully online mode of learning since the Covid-19 pandemic. This led to some form of stress among students especially those who were used to the face to face mode of learning. The stress seemed to be more evident in girls than in boys. When it comes to openness to the use of technology in learning, boys are more curious and accept the challenge more easily than girls. Uptake of ICT among girls is low due to user personality characteristics. This paper proposes a new model of ensuring that girls are fully involved in using ICT in learning despite their personality characteristics.
Evaluating Learning Management System Usability Level Towards Online Learning: University Students Perspective
(International Journal of Computer Trends and Technology, 2022-12-28) Asenahabi, Bostley Muyembe; Anselemo, Peters Ikoha; Wechuli, Alice Nambiro
Technology has revolutionized education and brought about new modes of learning. COVID-19 played a pivotal role as a catalyst for embracing technology-enhanced learning. Adopting Learning Management Systems without considering their usability may have a negative impact on the learners' experience, and lecturers may abandon the systems and opt for alternative online learning tools. This study adopts a design science worldview, quantitative research design and survey research method. It uses a sample size of 398 randomly selected learners to participate in the study. The proportional allocation method is used to get the exact number of learners per university who are randomly selected. Quality is ensured through validity analysis and reliability testing of research instruments. Exploratory Factor Analysis is used to extract principal components and indicators mapping onto them. Based on the indicators' theme converging on the constructs, the constructs are named: Usefulness, Satisfaction, Ease of use and Learnability. This paper is essential for university management as they gradually embrace Learning Management Systems for online learning.
Hotel Branding using Facebook and Dialogic Principles of Internet Communication
(International Journal of Advanced Research in Computer Engineering & Technology, 2019-02-26) Owoche, Patrick Oduol; Mbugua, Samuel Mungai; Anselemo, Peters Ikoha
This paper examines the extent to which the hotel industry uses Facebook in their branding strategies, to communicate dialogically with its consumers. Using Kent and Taylor’s five principles of dialogic communication, a media content analysis of 64 three to five star rated hotel websites were reviewed. Engagement, posts and posting schedule metrics were analyzed. The study found that 64% of hotels use Facebook. The extent of dialogic principle employment in hotel branding strategies is at infancy stage. The rate of engagement is lower than the hotel industry average. The study also revealed that the presentation of useful information principle is not adequately deployed. Conservation of visitors’ principle of internet communication is also still in its middle stage of implementation.
ICT Personnel Maturity Towards Green ICT in Kenya
(International Journal of Computers & Technology, 2014-04-23) Wabwoba, Franklin; Mbugua, Samuel Mungai; Anselemo, Peters Ikoha; Shisoka, Dorcus Arshley
Though ICT is contributing to the economy associated with innovations, inventions and rapid development in almost all aspects of human life, is responsible for climatic degradation. The rapid increase of ICT usage means more costs of doing business, energy consumption, and more environmental challenges. The rapid changing technology reaching Kenya and lack of their understanding has put a lot of pressure on both management and ICT personnel to implement them on a trial and error manner. This has limited the gains meant to be obtained from green ICT despite its technologies availability. The lack of ICT personnel capacity readiness challenges the reaping of green ICT benefits. The study was informed by the G-readiness model and the enhanced G-readiness model. This study purposed to determine the personnel capacities readiness towards green ICT in Kenya. The study was undertaken using the interpretive, inductive multi-case survey study on a population of four data centres and 116 ICT managerial, technical and user personnel that were purposively sampled. Interview, observation, questionnaire and document analysis methods were used to gather data that was triangulated to increase the reliability and validity. The study established the ICT personnel’s G-readiness was very low on both training and professional development perspectives in Kenya. The study’s findings are useful towards the strategic planning for green ICT implementation, cutting down running costs, improving environmental performance of organisations and contribution to the world of knowledge. The findings provide data for informed ICT personnel and workplace readiness alignment, decision making and ICT curriculum development. The study recommends application of green ICT based on established ICT personnel capacity, inclusion of green ICT training in the curriculum, creation of green ICT responsibilities, provision for a green ICT budget and investment into the development of green ICT personnel
Impact of Predictive Analytics of Big Data in Supply Chain Management on Decision-Making
(Copyright: © the author(s), publisher and licensee Technoscience Academy. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non- commercial use, distribution, and reproduction in any medium, provided the original work is properly cited International Journal of Scientific Research in Computer Science, Engineering and Information Technology, 2022-07-26) Wafula, M. Patrick; Anselemo, Peters Ikoha; Ronoh, Richard Kipkemoi; Mbugua, Samuel Mungai
The beginning of information technology has led to a burst of data in every sector of operation. Handling huge volume of data to mine useful information to support decision making is one of the current sources of competitive advantage for organizations. However, preceding research literature on predictive analytics has attributed a lack of direct causal influence on predictive analytics in a manner that support Supply Chain Management in utility companies’ performance. This is as a result of huge data posing great challenges to practitioners when incorporating it into their complex decision making which adds business value. The purpose of this study was to introduce predictive analytics in supply chain management framework that enhances decision making in Kenya Power and lighting Company in Kenya. The study was guided by the following research objectives; to assess the existing predictive analytics in Supply Chain Management, to analyse existing supply chain management systems in utility companies in Kenya and to develop an integrated predictive analytics framework for big data in supply chain management for decision making in Kenya Power and lighting Company in Kenya. This research employed the Design Science research design because one of the key outcomes of the research was framework development. The study was carried out in Kenya Power & Lighting Company in Western Region in the republic of Kenya. The target population was 10 regional finance officers, 10 regional procurement officers, 47 county stores in-charges, 47 county project supervisors and 47 county business managers totalling to 161 as the sample size. The main tools for data collection were questionnaires, interview schedules and documentary review
Learning Management System Usability Towards Online Learning: A Literature Review
(World Journal of Engineering Research and Technology, 2022-06-06) Asenahabi, Bostley Muyembe; Anselemo, Peters Ikoha; Nambiro, Alice Wechuli
Technological advances have revolutionized education. COVID-19 played a pivotal role as a catalyst for embracing technology enhanced learning. Without considering usability of the Learning Management Systems before their adoption may have a negative impact on the learning experience and lecturers may abandon the systems and opt for alternative online learning tools. This review paper highlights the definition, categories, capabilities, usability attributes and research gap with respect to Learning Management Systems. This paper will be essential for university management as they gradually embrace Learning Management Systems for online learning.
Leveraging Digital Marketing Strategies for Hyper-Personalized Small and Medium Enterprises Websites
(International Journal of Computer Science Trends and Technology, 2024-08-28) Korongo, Julia N.; Anselemo, Peters Ikoha; Wechuli, Alice Nambiro
The evolution of marketing has facilitated the adoption of innovative approaches to conducting online business. This study presents preliminary investigations into the integration of Digital Marketing Strategies (DMS) and Hyper-personalization tactics in promoting Small and Medium Enterprises (SMEs) websites. The study objectives are to establish the role of DMS in promoting SMEs website presence, analyze the potential of hyper-personalization in transforming SMEs websites, and recommend further strategies for hyper-personalized SMEs websites. This study, guided by a pragmatism worldview, examines 95 Digital Marketing Agencies (DMAs) randomly and purposively selected from an online database. The study uses a descriptive mixed methods design to analyze data collected using desktop research and an online questionnaire. The research findings underscore the importance of DMS and hyper-personalization as evolving landscapes considering the changing technologies and dynamic website user behaviors. The results indicate that implementing well-designed DMS can influence hyper-personalized SMEs websites that improve performance and user engagement thus promoting SMEs website presence. Additionally, automation and artificial intelligence techniques to deploy profiling and analytics that align with DMS user requirements can leverage website users' real-time behavioral data. This aims to maximize the website opportunities that break away from traditional marketing that has long dominated SMEs. The study recommends fostering further strategies for personalized websites to help SMEs realize their digital marketing potential.
Measuring ICT Integration for Collaborative Learning
(International Journal of Advanced Research in Computer and Communication Engineering, 2021-01-28) Batoya, Isaac Barasa; Anselemo, Peters Ikoha; Wechuli, Alice Nambiro
Portable technologies offer new opportunities for learning, in which, learning collaboratively has become an extremely important skill. Technology causes learners to be more engaged and often retain more information. Funding for technology has brought teacher and learner digital devices to a large number of classrooms in basic education. Given the vast resources invested in digital devices by the governments, measuring the level of ICT integration for collaborative learning in basic education is of crucial importance. The study established that 57.3% of variation in Collaborative learning in Basic Education was accounted for by Indicators of ICT Integration, The ICT integration framework for collaborative learning (IIFCL) so developed showed the critical indicators to measure the level of ICT integration for collaborative learning in basic education.
Portable Technologies in Collaborative Learning
(International Journal of Computer Science Trends and Technology, 2021-04-28) Batoya, Isaac Barasa; Anselemo, Peters Ikoha; Wechuli, Alice Nambiro
Portable technologies offer new opportunities for collaboration learning. It is shifting learning process from pedagogy to cybergogy. Cybergogy focuses on helping adults and young people to learn in a virtual world by promoting and technologically allowing autonomous and interactive learning based on learners. The study established that 50.6% of variation in collaborative learning in basic education was accounted for by portable technologies. The portable technology framework for collaborative learning (PTFCL) so developed showed the critical indicators to enhance collaborative learning. The findings of this study would inform stakeholders on how one could measure the level of ICT integration for collaborative learning in basic education.
Readiness for adoption of Learning Analytics to Support Technology-Enabled Learning in Universities in Kenya
(International Journal of Innovative Science and Research Technology, 2023-08-28) Wekesa, Macdonald; Anselemo, Peters Ikoha; Wechuli, Alice Nambiro
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.
Report of the Baseline Study on Technology-Enabled Learning at Kibabii University
(Commonwealth of Learning, 2020-04-28) Barasa, Peter Wawire; Anselemo, Peters Ikoha; Wechuli, Alice Nambiro; Wekesa, MacDonald
Technology-Enabled Self-directed Learning in Developing countries: Adoption Framework
(International Journal of Computer Applications Technology and Research, 2022-03-26) Barasa, Godliphas Mamati; Mbugua, Samuel Mungai; Anselemo, Peters Ikoha
21st century-learning approach is characterized by self-directedness and the ability to learn anytime, anywhere. Self-directed learning heavily depends on Technology to be effective. Most universities were used to conventional face-to-face learning, but uncertainties like the covid-19 pandemic have challenged this teaching and learning mode, thus pushing universities to explore innovative learning approaches to ensure seamless learning. One such approach is Technology-enhanced self-directed learning. Most developed countries are endowed with enabling infrastructure to actualize this learning approach. However, most developing countries like Kenya are still struggling to adopt self-directed learning due to technological, organizational, and environmental challenges. A framework is needed to guide its adoption. A survey research design using an online questionnaire with a sample size of 572 was used.Four Kenyan public university students participated in the study. Data was collected and analyzed using Exploratory Factor Analysis. Principle component analysis extracted seven factors explaining a total variance of 62.5%. The factors were renamed based on a shared theme, and the average factor loading for each construct was calculated. A percentage weight of each construct was also calculated. Key factors forming the constructs of Technology-enhanced self-directed learning were: E-learning infrastructure, bring your own device policy, Connectivity infrastructure, ICT Competencies, Information security, demographic factors, and laptop ownership program
Technology-Enabled Self-directed Learning in Developing countries: Adoption Framework
(International Journal of Computer Applications Technology and Research, 2022-05-03) Barasa, Godliphas Mamati; Mbuguah, Samuel Mungai; Anselemo, Peters Ikoha
21st century-learning approach is characterized by self-directedness and the ability to learn anytime, anywhere. Self-directed learning heavily depends on Technology to be effective. Most universities were used to conventional face-to-face learning, but uncertainties like the covid-19 pandemic have challenged this teaching and learning mode, thus pushing universities to explore innovative learning approaches to ensure seamless learning. One such approach is Technology-enhanced self-directed learning. Most developed countries are endowed with enabling infrastructure to actualize this learning approach. However, most developing countries like Kenya are still struggling to adopt self-directed learning due to technological, organizational, and environmental challenges. A framework is needed to guide its adoption. A survey research design using an online questionnaire with a sample size of 572 was used. Four Kenyan public university students participated in the study. Data was collected and analyzed using Exploratory Factor Analysis. Principle component analysis extracted seven factors explaining a total variance of 62.5%. The factors were renamed based on a shared theme, and the average factor loading for each construct was calculated. A percentage weight of each construct was also calculated. Key factors forming the constructs of Technology-enhanced self-directed learning were: E-learning infrastructure, bring your own device policy, Connectivity infrastructure, ICT Competencies, Information security, demographic factors, and laptop ownership program.
The use of personal Computing devices for self-directed learning
(International Journal of Research in Information Technology, 2020-02-04) Barasa, Godliphas Mamati; Mbuguah, Samuel Mungai; Anselemo, Peters Ikoha
Covid 19 pandemic has disrupted education worldwide, affecting over 94% of the student population. One strategy to ensure seamless learning is the adoption of self-directed learning and personal computing devices. A survey was carried out in four public Universities in Kenya to assess the computing devices used by learners for self-directed learning. Five hundred seventy-two students pursuing either information technology or computer science students participated in the study. The findings revealed that over 90% of the students own a personal computing device. The most popular device was a smartphone, followed by a Laptop, a Personal computer and finally a Tablet. The majority of the students prefer using a laptop for self-directed because of the convenience of use. Over 90 % of students prefer using their computing devices to university-provided devices. Over 80% of the students are using their computing devices for learning. The findings will inform policy in the domain of technology-enhanced self-directed learning