Browsing by Author "Omanyo, Joshua O."

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E-learning and sustainability of higher education in Sub-Saharan Africa: a review and synthesis
(Emerald Publishing, 2025) Omanyo, Joshua O.; Ndiege, Joshua R. A.
Purpose This study aims to examine the state of literature on the role of e-learning in the sustainability of higher education institutions in Sub-Saharan Africa, with the goal of identifying explored thematic areas, finding out the deficiencies in extant literature and recommending areas of future research work. Design/methodology/approach The research used a systematic literature review, examining articles published between 2012 and 2022. In total, 52 publications were identified and subjected to analysis. Findings The findings reveal that few studies have explored the relationship between e-learning and the sustainability of higher education in Sub-Saharan Africa, with larger economies in the region dominating research output. In addition, traditional technology adoption and social learning theories dominate the theoretical frameworks in this area. Moreover, the authors observed limited adaptation of these theories to local contexts, leading to outcomes with limited contextual details or lack of the same. Despite its potential, e-learning has yet to be fully embraced as a strategic tool for the sustainability of higher education in Sub-Saharan Africa. Originality/value Although various systematic literature reviews exist in the field of sustainability in higher education, there seem to be no reviews specifically focused on e-learning within the context of Sub-Saharan Africa. This review sheds some light on potential future research paths regarding the theory, content and context of e-learning for the sustainability of higher education in Sub-Saharan Africa, and by extension, in developing countries worldwide.
Knowledge management considerations in learning management systems in higher education institutions: a systematic review, synthesis and research agenda
(Emerald Publishing, 2023) Omanyo, Joshua O.; Ndiege, Joshua R.
Purpose This paper aims to examine the state of research on the symbiotic relationship between knowledge management and learning management systems in advancing the mutual strategic agenda of the two initiatives in higher education institutions (HEIs), so as to uncover the themes that have been studied, identify gaps in the existing studies and suggest future areas of research work. Design/methodology/approach The study adopted systematic literature review (SLR), in which 64 articles published between 2010 and 2022 were identified and analyzed. Findings Whereas the review revealed some focus areas that have been researched, it also found that only few studies have explicitly explored the symbiotic relationship between knowledge management and learning management systems, with fewer articles exploring this relationship finding their way to mainstream journals. Thus, the findings showed that examination of the interlink between knowledge management and learning management systems in HEIs is still less explored and has multiple possibilities for future research with potential benefits to the higher education industry. Originality/value Although different SLRs exist separately in the fields of knowledge management and learning management systems, there seem to be no reviews on the interconnection between the two fields in the context of HEIs. Additionally, this review offers insights into future research avenues for theory, content and context of interplay between knowledge management and learning management systems in HEIs.
Learning management systems and sustainability in Kenyan higher education institutions: a multi-group analysis using PLS-SEM
(Emerald Publishing, 2026) Omanyo, Joshua O.; Ndiege, Joshua R. A.; Okello, Gabriel O.
Purpose – This study seeks to examine how learning management system (LMS) quality influences perceived sustainability value (PSV) among usersin Kenyan higher education institutions(HEIs), by examining usage and user satisfaction as mediators based on the DeLone and McLean information systems success model (DMISSM). The triple bottom line (TBL) theory provided the theoretical grounding for measuring the overall perceived sustainability impact derived from LMS utilization in HEIs. Design/methodology/approach – This is a cross-sectional study. A stratified random sampling technique was used to collect data from 384 students and 375 instructors. Hypothesis testing was carried out following partial least squares structural equation modeling procedures using R statistical software. Findings – The empirical findings revealed that user satisfaction significantly mediated the relationship between LMS quality and PSV, while LMS Use had an insignificant mediating role in the same relationship. The impact of user satisfaction on PSV varied between teachers and students, with teachers experiencing a stronger influence. The findings also confirmed a statistically significant direct relationship between LMS quality and PSV. Originality/value – This study advances the DMISSM by adding learner and instructor quality contributors to the antecedent quality constructs, while integrating TBL sustainability dimensions as net benefits. The integration of sustainability into the model creates a new pathway for evaluating educational technologies beyond technical and user-centric metrics to a more long-term value-driven success aligned with global sustainability goals.