Factors Influencing the Re-Engineering of E-Learning in Teacher Training Colleges in Kenya

E-Learning Frameworks are helpful in gaining a better grasp of how technology, as well as pedagogy operate together. There exists, however, variations in e-learning framework usage. Teacher Training Institutions should do an extensive up-front study to assess their Learning preparedness to profit from e-learning. The purpose of this study was to assess-learning readiness in Teacher Training Colleges. The research objective was to assess factors influencing the re-engineering of E-Learning in Teacher Training Colleges. The study employed a descriptive research design. The sample size was 198 respondents selected using census sampling. Questionnaires and interview schedules were utilized in data gathering. Expert consultation was used in the validity test, whereas Cronbach`s alpha was used to test reliability. The data collected was examined utilizing descriptive plus inferential statistics. The findings were used to develop an e-learning framework for Teacher Training Colleges and would enhance e-Learning in teacher training. The findings show a significant statistical influence among content, technological, cultural and demographic factors and E-learning readiness in teacher training colleges in the Western Kenya region. Technology and content readiness were the variables most significant in determining the E-learning readiness in Teacher Training Colleges in the Western Kenya region.