Publications


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2017

Ireri, BN, Wario RD, Omwenga EI, Oboko R, Mukiri MI.  2017.  Mobile Learning: Content Format and Packaging for Effective Teaching and Learning in a Learner-Centered Pedagogy. Handbook of Research on Transformative Digital Content and Learning Technologies. AbstractFull Text Link

When an instructor is able to identify, develop and apply appropriate digital media
content that motivates learners and encourages them to learn, the process of learning is
empowered. This study has identified multimedia digital content packaged in the format of
video as the most preferred learning media by the learners. Content formats that had highest
hit rate with accessed mean rate above 300 (discussion forums, video clips, and graphics)
are discussed.

Oboko, R, Omwenga E.  2017.  A model for evaluating e-learning systems quality in higher education in developing countries Kennedy Hadullo Technical University of Mombasa, Kenya. International Journal of Education and Development using Information and Communication Technology. 13(2) Abstract

The rapid growth of Information and Communication Technology (ICT) has
brought about significant changes in the practice of e-learning globally. In recent years,
there has been an increasing adoption of Learning Management System (LMS) assisted e-
learning in higher education institutions (HEIs) in developing countries. Despite the
perceived benefits attached to e-learning, several studies concur that there are still many
challenges facing e-learning.

Hadullo, K, Oboko R, Omwenga E.  2017.  A model for evaluating e-learning systems quality in higher education in developing countries. International Journal of Education and Development using Information and Communication Technology. 13(2) AbstractFull text link

The rapid growth of Information and Communication Technology (ICT) has brought
about significant changes in the practice of e-learning globally. In recent years, there has
been an increasing adoption of Learning Management System (LMS) assisted e-learning in
higher education institutions (HEIs) in developing countries. Despite the perceived benefits
attached to e-learning, several studies concur that there are still many challenges facing e-
learning.

Njenga, ST, Oboko RO, Muuro EM, Omwenga EI.  2017.  Regulating group cognitive conflicts using intelligent agents in collaborative M-learning. AFRICON, 2017 IEEE. 38(43) AbstractFull Text Link

Group cognitive conflicts occur when a learner in a collaborative mobile learning environment becomes aware of a discrepancy between his/her existing cognitive framework and new information or experience. The cognitive conflicts stimulate the learning process by making an individual to move from his/her learning sphere and participate with others in the learning process. However, there is a big challenge on how students handle and resolve conflicts during collaborative learning. Intelligent agents have been used in this paper to provide support for group interactions by regulating the group conflicts. An experimental design with one control group and two experimental groups (role playing and guided negotiation) is used to compare levels of group knowledge construction. The findings showed improved levels of knowledge construction where regulated conflicts were used compared to where they were not used.

Njenga, ST, Oboko RO, Omwenga EI, Maina EM.  2017.  Use of Intelligent Agents in Collaborative M-Learning: Case of Facilitating Group Learner Interactions. International Journal of Modern Education and Computer Science. 9(10):18. AbstractFull Text Link

Intelligent agents have been used in collaborative learning. However, they are
rarely used to facilitate group interactions in collaborative m-learning environments. In view
of this, the paper discusses the use of intelligent agents in facilitating collaborative learning
in mobile learning environments. The paper demonstrates how to design intelligent agents
and integrate them in collaborative mobile learning environments to allow group learners to
improve their levels of group knowledge construction.

2016

BN, I, EI O.  2016.  Mobile Learning: A Bridging Technology of Learner Entry Behavior in a Flipped Classroom Model. Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. : Information Science Reference Abstract

The use of technology in teaching and learning processes has brought a major shift in the way instructors have to design instructions. The cost of mobile devices has declined with time making the devices affordable. All undergraduate learners own a mobile device and their expectations and demand for access of learning content on these devices has increased. While learner’s entry skill levels into a course unit have been a great concern to instructors, the use of a mobile learning system can bridge this concern. The instructors need to focus on making the mobile learning experience more exiting to the learner. This paper has explored how varying learner entry behavior is bridged through an experiment by using a control group and a treatment group. The treatment group was instructed through mobile learning system while the control group was instructed using traditional face to face with no support of mobile learning technology. The results have shown that varied learner entry skills do not determine the intended learning outcome. The learners with or without prior skill and instructed using the support of mobile learning system performs without bias of prior skills.

Asiligwa, BI, Omwenga EI.  2016.  A Roadmap for the Adoption of Government E-payments in Kenya. International Journal of computer Applications. 144(1) AbstractFull Text Link

Analogous to the motorists’ roadmap that shows roads, directions and distances to a destination of a given region, A roadmap in this context is a detailed guideline that answers the “why-what-how" questions and lay out the required actions, the "to-do's." towards adoption of e-payments in the government of Kenya. For over a decade, the government of Kenya grappled with the idea of implementing a national payment gateway through which all payments for government services, levies, duties, and fines were to be electronically made. For a long period, industry players and policy makers in government had unsuccessfully developed varied strategies of achieving a cashless government payment system. These efforts failed to yield due to lack of a comprehensive roadmap that addressed pertinent issues that had to be dealt with for e-payments in government to be fully adopted. This research was done by conducting a survey study on the government of Kenya about the adoption of e-payments. A random sample of the research population was drawn from ICT and Finance employees of 262 state corporations, 19 Ministries, and 47 counties to which a questionnaire was administered to gain an understanding and information on why there had been low uptake of e-payments in the government of Kenya. The data collected was analyzed quantitatively and qualitatively using descriptive statistical techniques. The results from these analyses have been used to propose a roadmap for the adoption of e-payments in the government of Kenya and any other similar setting.

Owigar, JA, Omwenga EI.  2016.  User-Centric Evaluation of Government of Kenya Online Services: The Case of iTax. International Journal of Computer Applications. 148(8) AbstractFull Text Link

In recent years, the Kenyan government has worked to use Information and communication technologies (ICTs) to increase openness and transparency in their operations. These ICTs are seen as a cost-effective and convenient means to promote public participation in government in Kenya. While many of these efforts have had a government centered approach, the users perspective has been largely ignored. This research takes a user centered approach and looks at how user’s perspectives and attitudes affect adoption of e-government services. The iTax online service was selected as a case study for this research. The research framework is based on technology acceptance models focusing on the aspects of perceived usefulness and perceived ease of use by the users. This view is especially important in developing countries that are still grappling with issues of connectivity and basic infrastructure while developing e-governance initiatives. The data was collected using questionnaires (both paper and online), in depth interviews and a usability study focusing on the primary task of registering on the iTax government service. Findings indicate that the main pain point for both the government and the users is the speed of connectivity. While user/citizens generally think that provision of e-government services is a good idea, there is dissatisfaction with the complexity of the said egovernment service. Findings also show that issues of access in developing countries need to be viewed beyond infrastructure but also on service level. Service level access looks at the extent to which the service is usable to the targeted user. Service level access goes hand in hand with training since some users do have access to the infrastructure but lack the know how to effectively utilize the service. This research concludes that to increase the adoption of e-government services governments need to focus their strategies on the needs of users, their attitudes towards to the services and respond to these needs effectively.

Mwakondo, FM, Muchemi L, Omwenga EI.  2016.  Trends towards Predictive Mapping of Graduate’s Skills to Industry Roles: A case Study of Software Engineering. British Journal of Education, Society & Behavioural Science. 18(1) AbstractFull Text Link

The main focus in training evaluation is not only to determine whether training objectives were achieved but also how to improve evaluation so as to enhance both employability of graduates and performance in the job. This is in response to challe nges facing not only graduates in choosing industry jobs that befit their skills, but also employers in selecting graduates whose skills match to their needs. Problem solving is one of the skills acquired during training by graduates and strongly sought fo r by employers during evaluation to promote performance in the job. This paper presents a model for evaluating graduates’ by mapping their problem solving skills to industry jobs ’ competence requirements and the potential of using machine learning techniqu es to train the model in predicting suitable industry jobs for new graduates from college . The paper outlines challenges facing both graduates and industry in selecting industry jobs and skilled graduates respectively, highlight s trends , methods , and gaps in skill evaluation and prediction. A brief discussion is made of key strategies in skill evaluation and prediction that need to be undertaken and evaluation theories behind the key variables of the proposed model.

Mwakondo, FM, Muchemi LM, Omwenga EI.  2016.  Proposed Model for Predictive Mapping of Graduate's Skills to Industry Roles Using Machine Learnining Techniques. The International Journal Of Engineering And Science (IJES). 5(4) AbstractFull Text Link

The main focus in training evaluation is not only to determine whether training objectives
were achieved but also how to improve evaluation so as to enhance both employability of
graduates and performance in the job. This is in response to challenges facing not only
graduates in choosing industry jobs that befit their skills, but also employers in selecting
graduates whose skills match to their needs. Problem solving is one of the skills acquired
during training by graduates and strongly sought for by employers during evaluation to
promote performance in the job. This paper presents a model for evaluating graduates' by
mapping their problem solving skills to industry jobs' competence requirements and the
potential of using machine learning techniques to train the model in predicting suitable

Oboko, RO, Maina EM, Waiganjo PW, Omwenga EI, Wario RD.  2016.  Designing adaptive learning support through machine learning techniques, 2016/5/11. IST-Africa Week Conference, 2016. , IEEE Abstract

The use of web 2.0 technologies in web based learning systems has made learning more learner-centered. In a learner centered environment, there is need to provide appropriate support to learners based on individual learner characteristics in order to maximize learning. This requires a Web-based learning system to have an adaptive interface to suit individual learner characteristics in order to accommodate diversity of learner needs and abilities and to maintain an appropriate context for interaction and for achieving personalized learning. The purpose of this paper is to discuss how machine learning techniques can provide adaptive learning support in a Web-based learning system. In this research, two machine learning algorithms namely: Heterogeneous Value Difference Metric (HVDM) and Naive Bayes Classifier (NBC) were used. HVDM was used to determine those learners who were similar to the current learner while NBC was used to estimate the likelihood that the learner would need to use additional materials for the current concept. To demonstrate the concept we used a course in object oriented programming (OOP).

Otieno, I, Omwenga E, Waema T.  2016.  The e-government paradox: Is it real and how can it be resolved? IST-Africa Week Conference, 2016. :1-9., IEEE Abstract

The development and implementation of e-government has been viewed as an opportunity to bring the much-desired reforms in public administration. There are several studies that have been conducted in the field of e-government and many projects implemented in both developed and developing countries signifying a tremendous growth in the field. However, studies show that there is a mismatch between the level of investment and the results realized so far. This has led to what some researchers refer to as the `e-government paradox' that follows from the `productivity paradox' earlier documented for IT projects. There are several factors that are attributable to the `e-government paradox': measurement error; time lag between implementation and results; the fact that public administration and by extension e-government is driven by the need to create value for citizens and not economic value; and the mismanagement of the implementation process by e-government implementers. The measurement error has been identified as the most important factor contributing to the `e-government paradox'. Theories on development, implementation, measurement and evaluation of e-government are still at nascent stages of development. This study proposes the development of a citizen centric e-government evaluation model that is suitable in the context of a developing country to solve the measurement error. The study was conducted from government common citizen service (Huduma) centres in Kenya where citizens access government services. This study proposed a conceptual model that hypothesised relationships between the identified constructs. The model was tested using Structured Equation Modelling (SEM) and findings reported.

Ireri, BN, Omwenga EI, Oboko R, Wario R.  2016.  Developing Pedagogical Skills for Teachers: A Learner-Centered Approach . Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. :128. AbstractFull Link Text

A Learner-Centered Approach for
Technology Supported Instructions ABSTRACT Bonface Ngari Ireri Africa Nazarene
University, Kenya Elijah I. Omwenga University of Nairobi, Kenya Robert Oboko University of
Nairobi, Kenya Ruth Wario University of Free State, South Africa Since technology alone without
the instructor or teacher cannot deliver learning to learners, the presence of the teacher or instructor
is very important. For any meaningful teaching and learning to take place in a class, the teacher
must gain learner's attention. Teachers who use learner centered approaches have a strong
trust in students, they believe that students want to learn, have great faith in student ability and
offer students ownership of class activities. They are able to manage their classroom.

Okadapau, MO, Omwenga EI, Oboko RO.  2016.  State and Extent of Electronic Commerce Adoption among SMEs in Kenya. Journal of Emerging Trends in Computing and Information Sciences. Journal of Emerging Trends in Computing and Information Sciences. 7(5):256-262. Abstractstate_and_extent_of_ecommerce-_vol7no5_4.pdfJournal Website

Research has shown that small and medium-sized enterprises (SMEs) are rapidly adopting the Internet and e-commerce. However, there is little systematic research into how such companies are adopting this new technology especially in developing countries. This research addresses the existing gap by seeking to understand how SMEs in Kenya are adopting e-commerce, through an exploration of their state and extent of adoption. A quantitative survey research approach was adopted in this study that provided a suitable environment whereby SME Owners or Managers responded on issues openly. A questionnaire
comprising five parts, each of the first four had questions using a 5-point Likert scale, while the fifth captured the profile of the firm. The data was analyzed using frequency distributions and descriptive statistics. Some hypotheses were tested empirically.
The results indicate that SMEs have an average e-commerce adoption rate of 59% with latent differences in individual e-commerce applications adoption and industry sectors. The results further shows that only 34% of the firms surveyed have attained the integration stage in adoption. The SMEs e-commerce adoption at promotion stage (13%) and provision stage (26%) sum up to give a combined adoption rate of 39% which represent the marketing function.

Asiligwa, BI, Omwenga EI.  2016.  A Roadmap for the Adoption of Government E-payments in Kenya. International Journal of Computer Applications. 144(1):8-18. Abstractasiligwa-2016-ijca-910062.pdfJournal Website

Analogous to the Motorists roadmap that shows the roads, directions and distances to a destination of a given region [1]. A roadmap in this context is a detailed guideline that answers the “why-what-how" questions and lay out the required actions, the "to-do's." towards adoption of e-payments in the government of Kenya. For Over a decade, the government of Kenya grappled with the idea of implementing a national payment gateway through which all payments for government services, levies, duties, and fines were to be electronically made. For a long period industry players and policy makers in government had unsuccessfully developed varied strategies of achieving a cashless government payment system. These efforts have failed to yield due to lack of a comprehensive roadmap that addressed pertinent issues that had to be dealt with for e-payments in government to be fully adopted.
This research was done by conducting a survey study on the government of Kenya on the adoption of e-payments.
A random sample of the research population was drawn from ICT and Finance employees of 262 state corporations, 19 Ministries, and 47 counties to which a questionnaire was administered to gain an understanding and information on why there had been low uptake of e-payments in the government of Kenya. The data collected was analyzed quantitatively and qualitatively using descriptive statistical techniques. The results from this analysis have been used to propose a roadmap for the adoption of e-payments in the government of Kenya and any other similar setting.

Ireri, BN, Omwenga EI, Oboko RO, Wario R.  2016.  Developing Pedagogical Skills for Teachers: A Learner Centered Approach for Technology Supported Instruction. Accepted for publication In J. Keengwe, & G. Onchwari (Eds.). Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age.
Ireri, BN, Omwenga EI.  2016.  A Bridging Technology of Learner Entry Behavior in a Flipped Classroom Model. In J. Keengwe, & G. Onchwari (Eds.). Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age . :106-121. Abstractjournal_mobile-learning_-a-bridging-technology-of-learner-entry-behavior-in-a-flipped-classroom-model.pdfJournal Website

Today's learner is able to access information from mobile devices. Due to accessibility and affordability of mobile devices, more instructors continue to adopt instructional design models of mobile learning as more learners also bring their mobile devices to their classrooms. Instructors using flipped classroom model organize the learning activities both inside and outside classroom. Before the next class the instructor avails instruction and content in advance. The learner reviews class content materials and assigned research activities at home prior to class. In class, the instructor allows learners to peer review their work in groups while the instructor engages them to validate their work. The findings described in this chapter suggest that introducing mobile learning to learners in a flipped classroom model helps to bridge learner entry behavior as it improves learner performance.

Otieno, I, Omwenga EI.  2016.  Citizen-Centric Critical Success Factors for the Implementation of E-Government: A Case Study of Kenya Huduma Centres. Journal of Emerging Trends in Computing and Information Sciences. 7(2):102-109. Abstractjournal_vol7no2_9_citizen-centric_critical_success_factors_io_eio.pdfJournal website

The development of the Internet and emerging technologies offer governments new opportunities to serve and interact with citizens in transformative ways that were not possible before. E-government is concerned with transforming service delivery and the fundamental relationship between government and citizens. Most governments have realized the importance of ICT and are therefore moving away from the conventional means of services delivery to the use of egovernment.
However, e-government has been faced with multiple implementation challenges, particularly in the developing countries, consequently, affecting their success rates.There are very few studies that have been conducted in Kenya to establish success factors and uptake of e-government from a citizen perspective. The aim of this research was to identify these factors and challenges that hinder successful implementation of e-government from a citizen-centric
perspective. Specifically, the study identified implementation challenges of e-government in the Kenyan context with special focus on Huduma (Service) Centres. We developed and administered a data collection instrument to citizens at the main Huduma Centre in Nairobi County. Our findings indicate that the greatest challenges faced by citizens in accessing egovernment services in order of importance are: inadequate ICT Infrastructure, low citizen participation, poor Internet Connectivity, low government funding and low level of awareness. We also identified challenges and made recommendations to inform future projects.
Keywords: E-government, success, challenges, developing countries, citizen-centric

Mwakondo, FM, Muchemi L, Omwenga EI.  2016.  Proposed Model for Predictive Mapping of Graduate’s Skills to Industry Roles Using Machine Learning Techniques. International Journal of Engineering and Science (IJES) . 5(4):15-24. Abstractjournal_c0504015024_theijes_mwakondo_eio.pdfJournal website

The main focus in training evaluation is not only to determine whether training objectives were achieved but also how to improve evaluation so as to enhance both employability of graduates and performance in the job. This is in response to challenges facing not only graduates in choosing industry jobs that befit their skills, but also employers in selecting graduates whose skills match to their needs. Problem solving is one of the skills acquired during training by graduates and strongly sought for by employers during evaluation to promote performance in the job. This paper presents a model for evaluating graduates’ by mapping their problem solving skills to industry jobs’ competence requirements and the potential of using machine learning techniques to train the model in predicting suitable industry jobs for new graduates from college. The paper outlines challenges facing both graduates and industry in selecting industry jobs and skilled graduates respectively, highlights trends, methods, and gaps in skill evaluation and prediction. A brief discussion is made of key strategies in skill evaluation and prediction that need to be undertaken and evaluation theories behind the key variables of the proposed model.

Keywords: Gap, Mapping, Problem solving skills, Training evaluation, Trends

Otieno, I, Omwenga EI.  2016.  Towards the Development of a Citizen-Centric Framework for Evaluating the Impact of E-government: A Case Study of Developing Countries. Journal of Emerging Trends in Computing and Information Sciences. 7(3):147-153. Abstractjournal_vol7no3_4_citizencentricframework_io_eio.pdfJournal website

E-government has emerged as one of the innovative ways of providing information and delivering services to citizens. It is providing governments with new opportunities of bringing services closer to the citizen in cost-effective, efficient and transparent ways. In spite of the implementation of e-government, there is little research that has been conducted in the context of developing countries to benchmark and appraise the impact of e-government on the target groups. Assessment of impact is important to justify public fund expenditure and inform future projects. Most studies on assessment of e-government have been done in developed countries where the context is different from that of developing countries. Therefore, there is need to develop frameworks that are suitable in the context of developing countries.Studies on assessing impact have been done at macro, meso and micro levels. These studies are largely based on supply-side and a few on demand-sides with little focus on outcomes and impact. In this paper, we perform an analysis of various proposed e-government assessment frameworks with the aim of identifying and recommending the adoption of a framework that is suitable in the context of a developing country. We propose the adoption of a hybrid framework that amalgamates the frameworks proposed earlier due to their contextual suitability and citizen-centric approach. This is an exploratory study that lays foundation for further research in the development of an appropriate framework using the proposed approach.
Keywords: E-government, impact, evaluation, developing countries, citizen-centric

Gitau, M, Omwenga EI.  2016.  Application of the UTAUT Model to understand Factors Influencing the use of Web 2.0 tools in e-learning in Kenyan Public Universities. Journal of Emerging Trends in Computing and Information Sciences. 7(4):204-209. Abstractjournal_vol7no4_6_miriam_omwenga.pdfJournal website

The introduction of Web 2.0 tools has led to enhanced communication and collaboration in both social and academic environments. The focus of this study was to identify factors influencing the use of Web 2.0 tools in e-learning in Kenyan Public Universities. The tools can then be introduced and used to aid in successful collaborative learning. A descriptive survey research design was used. Data was collected through questionnaires from both students and lecturers. Purposive sampling was used for the selection and the respondents, who included e-learning instructors and students. A total of 48 lecturers and 136 students participated in the study. The results of the study showed that the most common tools used for elearning
in Kenyan Public Universities were social networks, which included YouTube and Facebook. It was also interesting to note how learners perceived the tools. The major challenges relating to these tools were also identified.
Finally, Performance expectancy was identified as the main factor influencing the use of Web 2.0 tools in Public Universities in Kenya.
Keywords: E-learning, learning management systems, unified theory of acceptance and use of technology

Omwenga, EI, Christopher GM, Oboko RO, Kidombo HJ, Mbwesa JK, Waiganjo PW, Libotton A.  2016.  Quality Indicator Framework for Assessing DEel Programs in Kenya: A Technological and Educational Functional Parameters Approach. Journal of Emerging Trends in Computing and Information Sciences. 7(4):191-199. AbstractJournal Website

The demand for university education has continued to grow and hence there has been a phenomenal expansion in enrolments that is not matching with the expansion of facilities. Several policy reports commissioned by the Government of Kenya highlight the importance of affordable, accessible and quality education through e-learning platforms to achieve education for all as envisaged by the Millennium Development Goals (MDGs). In particular, The Government of Kenya Policy Framework for Education, Training and Research highlights the unexploited means of access to education such as Open Distance and E-learning (ODeL) and virtual institutions particularly in higher education and training; unregulated
examination and certification of Distance Education eLearning (DEeL) programmes and lack of national capacity for curriculum design for ICT-supported educational programmes to facilitate access to quality education to learners at all levels of the education system. As institutions of higher learning gear up to offer their academic programmes by DEeL mode of instructional delivery, there are concerns from stakeholders about the quality of the diploma and degree awards. This can be attributed to inadequate quality assurance standards to assess the quality and value of DEeL academic programmes. This paper is aimed at identifying critical factors influencing Distance Education and e-Learning (DEeL) in higher education in Kenya and to develop an appropriate framework for assessing quality indicator measures.
Keywords: DEeL, e-learning, technological, educational, ICT-supported learning, distance education

2015

Ireri, BN, Omwenga EI.  2015.  Modelling an Institutional Mobile Learning Readiness Analyser. Journal of Education and Practice. 6(5):104-110.Journal website
Makau, GK, Omwenga EI, Nzomo DN.  2015.  The Critical organizational Factors of e-Government in Kenya. International Journal of Computer Applications Technology and Research (IJCATR). 4(4):246-252. Abstractjournal_ijcatr04041007_critical_organisationalfactors_makauomwenga.pdfJournal website

eGovernment focusses on the use of technology to achieve levels of improvement in various areas of government, transforming the nature of politics and relations between the government and citizens. However, in Kenya, just like in other developing nations, many eGovernment projects have either stalled or failed to meet their objectives due to some key organizational factors. This study therefore highlights critical organizational factors affecting eGovernment projects and the nature of their relationships with eGovernment performance. The study employed cross-sectional survey design. Targeting the entire 18 eGovernment projects implemented through the Information Communications Authority of Kenya since 2005. Both primary and secondary data was collected and analyzed based on response from 217 respondents out of the 300 who participated (72% response rate). At the end, it emerged that out of the various organizational factors hypothesized to predict eGovernment projects Performance, only organizational structure, prioritization of deliverables, and organizational culture are critical in Kenyan context. Others identified in previous studies such as future needs of the organization, power distribution, structure, information system strategy alignment, prioritization of deliverables, and training were also important but not critical.
Keywords: eGovernment; Organizational; Critical Factors; Performance; Projects

Makau, GK, Omwenga EI, Muranga NJ.  2015.  The Critical Technological Factors of E-Government in Kenya. International Journal of Computer Applications Technology and Research (IJCATR). 4(2):92-97. AbstractJournal website

EGovernment and innovation can provide significant opportunities to transform public administration into an instrument of sustainable development. However, the rate of failure of eGovernment projects in the developing world, and specifically Africa, has raised questions on the critical factors contributing to their success or failure. The general lack of comprehensive information concerning eGovernment project performance status and the critical technological factors influencing it in Kenya also necessitated this study. To answer this question, this study aimed at assessing the critical technological factors of eGovernment projects performance in Kenya. The study targeted all the 18 eGovernment projects in place implemented through the Communications Authority (CA) of Kenya. The results are based on response from 217 respondents who consisted of 52 eGovernment project implementers and 165
eGovernment service consumers. The study found that of the technological predictors of eGovernment, only system integration, processes and usage of eGovernment system emerged to have positive significant relationships with project performance in Kenya.
Other factors including information technology standards, security issue, privacy issue, cooperation or collaboration, eGovernment portal availability, eGovernment portal access, and various computer usages also had positive but insignificant relationships with eGovernment project performance and hence not critical in influencing to eGovernment project performance in Kenya.
Keywords: eGovernment, Projects, Critical, Technological, Factors, Performance

Otieno, I, Omwenga EI.  2015.  E-Waste Management in Kenya: Challenges and Opportunities. Journal of Emerging Trends in Computing and Information Sciences. 6(12):661-666. Abstractjournal_vol6no12_3_ewastemanagement_io_eio.pdfJournal website

The production and use of Electrical and Electronic Equipment (EEE) continues to grow in both developing and developed countries therefore increasing the amount of Waste Electrical and Electronic Equipment (WEEE) at its End-of-Life (EoL). This is exacerbated by the rapid growth and development in the Information and Communications Technology industry. The growth in WEEE has brought a number of challenges including introducing effective management practices that are environmentally sound to reduce its negative impact on human health and the environment as a result of pollution. Management of WEEE in most developing countries including Kenya is done through the informal sector and this poses a great challenge. There are a number of International conventions that have been formulated to deal with the issue of WEEE due to its hazardous nature. The main aim of this research was to establish the current trends, opportunity and challenges in the management of e-waste in Kenya and make recommendations on measures to be taken to effectively manage or mitigate the effects of WEEE proliferation in Kenya. The ICT industry in Kenya is growing at a very fast rate leading to drastic increase in WEEE. The greatest challenges facing Kenya in the management of WEEE include: low citizen awareness, lack of proper policy and legislative framework including public procurement and disposal laws, inadequate infrastructure for WEEE management; high cost of brand new EEE, absence of frameworks for End-of-Life (EoL) product take-back and implementation of Extended Producer Responsibility (EPR).
Keywords: E-waste, WEEE, challenges, opportunities, Kenya

2013

2012

2011

Omwenga, EI, Kinoti P.  2011.  the Development of a Framework for Open Courseware for Emerging Economies: the case of Kenyan public Universities.. Special Issues in Computing and ICT Research . Volume VII, Kampala: Fountain Publishers
Omwenga, EI.  2011.  Text-Based Productivity Tools.. : African Virtual University Open Educational Resources. AVUAVU

2010

T., M, Omwenga EI, W PW.  2010.  A Framework for Distributed Learning Objects Repository.. , Berlin: Lambert Academic PublishingAmazon
Omwenga, EI.  2010.  ICT for Science and Engineering Education – Models for best practice implementation.. the 3rd International Conference on Virtualization in Higher Education: Universalization of the University for a Better World. Havana, Cuba.. , Havana, Cuba

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