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2016
Otieno I, Omwenga EI. "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. 2016;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

2015
Makau GK, Omwenga EI, Nzomo DN. "The Critical organizational Factors of e-Government in Kenya." International Journal of Computer Applications Technology and Research (IJCATR). 2015;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. "The Critical Technological Factors of E-Government in Kenya." International Journal of Computer Applications Technology and Research (IJCATR). 2015;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

2009
Oboko R, Wagacha PW, Omwenga EI, Libotton A. "Comparison of different machine learning algorithms for the initialization of student knowledge level in a learner model-based adaptive e-learning system." International Journal of computing and ICT Research. 2009;3(1):50-56. Abstract

Web-based learning systems give students the freedom to determine what to study based on each individual student’s learning goals. These systems support students in constructing their own knowledge for solving problems at hand. However, in the absence of instructors, students often need to be supported as they learn in ways that are tailored to suit a specific student. Adaptive web-based learning systems are suited to such situations. In order for an adaptive learning system to be able to provide learning support, it needs to build a model of each individual student and then to use the attribute values for each student as stored in the student model to determining the kind of learning support that is suitable for each student. Examples of such attributes are student knowledge level, learning styles, student errors committed during learning, the student’s program of study, gender and number of programming languages learned by the student of programming. There are two important issues about the use of student models. Firstly, how to initialize the attributes in the student models and secondly, how to update the attribute values of the student model as students interact with the learning system. With regard to initialization of student models, one of the approaches used is to input into a machine learning algorithm attribute values of students who are already using the system and who are similar (hence called neighbors) to the student whose model is being initialized. The algorithm will use these values to predict initial values for the attributes of a new student. Similarity among students is often expressed as the distance from one student to another. This distance is often determined using a heterogeneous function of Euclidean and Overlap measures (HOEM). This paper reports the results of an investigation on how HOEM compares to two different variations of Value Difference Metric (VDM) combined with the Euclidean measure (HVDM) using different numbers of neighbors. An adaptive web-based learning system teaching object oriented programming was used. HOEM was found to be more accurate than the two variations of HVDM.

2006
Omwenga EI. "Classical instructional methods have been used and will continue to be used in the teaching and learning process. However, their limitations in different circumstances vary depending on student and instructor needs, where they are and who they are. In thi.". 2006. AbstractPedagogical Issues and E-learning Cases: Integrating ICTs into Teaching and Learning process

Classical instructional methods have been used and will continue to be used in the teaching and learning process. However, their limitations in different circumstances vary depending on student and instructor needs, where they are and who they are. In this paper we consider issues and implications o f ICT-supported learning with regard to pedagogy in the teaching and learning process. We will consider the context of developing ICT methodologies and strategies which can be integrated into the teaching and learning process within schools and higher learning institutions. The paper first presents a background and a justification for the underlying work. Approaches that can be applied to integrating ICTs effectively in the teaching and learning process are then discussed. Intelligent teaching and learning methods are then considered and issues on how to ameliorate the impediments are discussed within the schools’ and higher learning institutions’ set-ups respectively. The paper ends by making some recommendations and a conclusion at the end.

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