Implementing Quality E-learning: Which Way for Higher Education Institutions in Kenya? Rose W. Njoroge Department of Library and Information Science Kenyatta University, Kenya rwambui53@yahoo.com Francis Kibaru School of Information Science and Learning Technologies University of Missouri – Columbia, Missouri, USA fnkibaru@yahoo.com Abstract: Although e-learning has grown steadily in recent years, the quality of its products, processes and services has been an issue of concern. This is much more so in emerging economies like Kenya that face numerous challenges in their efforts to design and implement quality e-learning environments. There is need to establish context-specific frameworks for evaluating e-learning quality in emerging economies, where implementation and delivery of instruction through technology is still in its infancy stages. The main purpose of this conceptual paper was to stir debate on how emerging economies could determine context relevant e-learning quality dimensions and methods of integrating e-learning quality assurance mechanisms in their institutions of higher learning. The concept of e-learning quality and a few broad ways of improving it in the context of emerging economies were discussed. Introduction E-learning has been defined in many ways by different people. In a survey of literature, Romiszowski (2004) counted 50 definitions of the term “e-learning” indicating the diversity with which the term is understood. Naidu (2006) described e-learning as “the intentional use of networked information and communications technology in teaching and learning” (p.1). While some definitions emphasize the use of the Internet in delivering of learning and training (Liaw, Huang, and Chen, 2007; Usoro and Abid, 2008), others are more general and highlight the use of variety of electronic media including the Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, Interactive CDs and computer-based training (Tastle, White, and Shackleton, 2005; Kahiigi, Ekenberg, Hansson, and Danielson, 2008). In this paper, the definition by Naidu (2006) will be adopted. Although e-learning is a relatively new concept, it has been growing steadily (Allen & Seaman, 2011; Sun et al, 2008; Wu, Tsai, Chen, and Wu, 2006). Demand for e-learning has been partly attributed to the benefits it affords. To learners and instructors, e-learning offers increased levels of freedom from limitations of time, place and pace of learning (Phipps and Merisotis, 2000). To governments, e-learning expands access to education and lowers the cost of education (Gunasekaran, 2002; Zhao, 2003). Some studies indicate that e-learning is more cost-effective than face-to-face programs (Wentling and Park, 2002; Ruiz, Mintzer, and Leipzig, 2006). Academic institutions might therefore adopt it or offer more e-learning programs to increase enrolment, thereby boosting their revenue base. The spread of the World Wide Web has also been an important catalyst of the rising demand for e-learning (Stella and Gnanam, 2004; Zhao, 2003; Frydenberg, 2002). In particular, the capacity of the World Wide Web to enable sharing of multi-media artifacts through a variety of tools for communication, cooperation and collaboration has been viewed as fanning demand for e-learning (Frydenberg, 2002). In some emerging economies like Kenya, e- learning has been considered as a way of increasing access to higher education as well as a platform on which to inculcate skills identified as critical in propelling the country to a middle income economy status by 2030 (Government of Kenya, 2007). To satisfy these expectations and gain from the benefits that e-learning affords, measures need to be taken to ensure that design and implementation of e-learning environments meets acceptable standards. E-learning Quality Despite the fact that no single definition for e-learning quality exists (Jung, 2011; Deepwell, 2007; Pawlowski, 2007, Oliver, 2005, Ehlers, 2004), researchers generally agree that whatever definition is used, the quality of e-learning products, processes and services has been an issue of concern ( Oliver, 2005; Pawlowski, 2007; - 1707 -