Leveraging Web-Based Learning to Mitigate Adult Literacy Levels: Perspectives from Kenya

Abstract

Web-based learning is increasingly being adopted in education systems globally. However, it has several limitations and challenges that may still leave potential learners excluded, particularly adult literacy learners who dropped out of school earlier. Therefore, the objective of the study was to assess how web-based learning is leveraged to bridge the adult literacy gaps in Kenya. Using a survey method and design thinking approach, constructs were derived from the theory and models and administered to the respondents in questionnaires. Principal Component Analysis was used for variable extraction while SEM was used for analysis and modelling. The study found that use of both Adult Learning Theory and UTAUT can be used to model web-based learning user behavior of adult literacy students in Kenya and in other developing countries. The study, therefore, recommends that future models for adult literacy programmess be developed using the Adult Learning Theory and UTAUT model.