Students’ Prior ICT Knowledge and Its Relationship with Online Learning Implementation in Public Universities in Kenya

Abstract

This study examined the relationship between students’ prior ICT knowledge and online learning implementation in public universities in Kenya. The study was motivated by persistent disparities in students’ digital competencies despite substantial institutional investments in online learning platforms. Although universities have increasingly adopted technology-driven education, variations remain in students’ ability to effectively engage with digital learning systems. The study sought to determine the level of students’ ICT knowledge, assess institutional preparedness, and examine the relationship between ICT competencies and the effectiveness of online learning implementation. The study was conducted in seven purposively selected public universities and targeted both students and institutional staff. A quantitative cross-sectional research design was adopted, and data were collected from 153 respondents (118 students and 35 staff members, comprising 19 registrars and 16 ICT staff) using structured questionnaires, supplemented by key informant interviews. Instrument reliability was confirmed through Cronbach’s alpha coefficients ranging from 0.762 to 0.778, while validity was established through expert review and exploratory factor analysis. Data were analyzed using SPSS through descriptive statistics. Guided by the Technology Acceptance Model and Constructivist Learning Theory, the findings indicate that students generally possess basic ICT skills such as computer literacy, internet use, and learning management system navigation, with variation observed in more advanced competencies. The study concludes that students’ prior ICT knowledge and institutional support structures are important factors in online learning implementation and recommends strengthening student-focused digital literacy initiatives and institutional capacity-building strategies in Kenya’s public universities.