Commonly Requested ICT Technical Support Services by Students in Public Universities in Kenya: A Case Study of Kibabii University

Abstract

The COVID-19 pandemic disrupted traditional methods of instruction and learning, leading educational institutions to adopt online learning environments heavily reliant on ICT. However, providing effective and consistent ICT technical support posed challenges, with limited staffing and absences. This study aimed to investigate the commonly requested ICT technical support services by students in public universities in Kenya. The research questions focused on identifying the commonly requested ICT services and the frequently requested ICT technical support per service. The study utilized a case study research design, focusing on Kibabii University and involving 389 students and 16 ICT staff members. The student sample was selected through stratification into different faculties and schools, followed by random sampling. Data were collected through interviews and an online survey, and a descriptive analysis was conducted. The findings of the study revealed that the most frequently requested technical support services by students were related to eLearning services, email services, and online application and clearance services. Among these, eLearning support emerged as the most popular technical support service, while ERP support was the least popular. The results of this study hold significance for policy makers and university administrators as they seek to enhance the provision of technical support for ICT. The findings can inform decision-making processes regarding resource allocation, training, and infrastructure development to meet students' ICT support needs effectively. Moreover, the study sets the foundation for the development of a student-centered ICT technical support and infrastructure provision architecture, leveraging AI-powered virtual assistants to cater to students' ICT support requirements on behalf of ICT staff. In summary, this research sheds light on the commonly requested ICT services and technical support needs of students in public universities in Kenya, emphasizing the importance of a student-centric approach to ICT support.